Abstract
Based on a person-oriented approach (Conner y Pope, 2013; Schmidt, Rosenberg y Beymer, 2017), this study examines momentary profiles of cognitive, affective, and behavioral engagement in high school students through three sessions of science classes (e.g. environmental education, biology, chemistry, and physics). A total of 53 Colombian high school students participated in this study (63 % women, 9th to 11th grade). The experience sampling method (ESM; Csikszentmihalyi y Larson, 1987; Zuzanek, 1999) was used to take repeated measures of cognitive engagement (importance), affective engagement (enjoyment and interest) and behavioral engagement (concentration and effort).
| Original language | English |
|---|---|
| Pages (from-to) | 61-78 |
| Number of pages | 18 |
| Journal | Interdisciplinaria |
| Volume | 37 |
| Issue number | 2 |
| DOIs | |
| State | Published - 2020 |
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
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SDG 4 Quality Education
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