{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/88285"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/88285","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Children's engagement and affect in collaborative learning and direct instruction","abstract":"This mixed method study investigates the contextual and personal factors that contribute to momentary fluctuation and long term change in children’s behavioral engagement and affect during a six-week intervention, between classrooms employing either Direct Instruction or Collaborative Group work. A total of 96 four-minute video clips from 24 fifth-grade classrooms were coded, and student behavioral engagement, affect, and lesson participation type were examined from the thirty-two 30-second intervals for each of 150 children. Applying both quantitative and qualitative methods, results showed that classroom instructional approach moderated the impact of children’s participation type on their behavioral engagement; children from Collaborative Group Work classrooms were most likely to be engaged in lessons through peer interaction, while children from Direct Instruction classrooms were most likely to be engaged when interacting with the teacher. Children’s affect was also influenced by the instructional approach they had experienced. Compared to children from Direct Instruction classrooms, those from Collaborative Group Work classrooms were significantly more likely to display positive affect during the intervention. Among various social and cognitive characteristics, nominations children received for talkativeness and having good ideas were the most salient predictors of their behavioral engagement and affect. Children’s engagement and positive affect aggregated over the period of the intervention significantly predicted knowledge acquired during the intervention, and partially explained some aspects of school attitude, including willingness to talk and share ideas, as well as attitudes toward reading and writing.","abstract_html":"This mixed method study investigates the contextual and personal factors that contribute to momentary fluctuation and long term change in children’s behavioral engagement and affect during a six-week intervention, between classrooms employing either Direct Instruction or Collaborative Group work. A total of 96 four-minute video clips from 24 fifth-grade classrooms were coded, and student behavioral engagement, affect, and lesson participation type were examined from the thirty-two 30-second intervals for each of 150 children. Applying both quantitative and qualitative methods, results showed that classroom instructional approach moderated the impact of children’s participation type on their behavioral engagement; children from Collaborative Group Work classrooms were most likely to be engaged in lessons through peer interaction, while children from Direct Instruction classrooms were most likely to be engaged when interacting with the teacher. Children’s affect was also influenced by the instructional approach they had experienced. Compared to children from Direct Instruction classrooms, those from Collaborative Group Work classrooms were significantly more likely to display positive affect during the intervention. Among various social and cognitive characteristics, nominations children received for talkativeness and having good ideas were the most salient predictors of their behavioral engagement and affect. Children’s engagement and positive affect aggregated over the period of the intervention significantly predicted knowledge acquired during the intervention, and partially explained some aspects of school attitude, including willingness to talk and share ideas, as well as attitudes toward reading and writing.","abstract_has_math":false,"creators":["Sun, Jingjing"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Educational Psychology","degree_department":null,"school":null,"contributors":["Anderson, Richard C.","Perry, Michelle","Cromley, Jennifer","Berry, Daniel","Mercier, Emma"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-29T21:03:18Z","date_published":"2015-09-29T21:03:18Z","updated_at":"2026-07-22T22:26:31Z","subjects":["engagement","affect","instructional approach","participation type"],"languages":["en"],"rights":["Copyright 2015 Jingjing Sun"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/88285","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Anderson, Richard C.","Perry, Michelle","Cromley, Jennifer","Berry, Daniel","Mercier, Emma"]},{"key":"dc:creator","label":"Author","values":["Sun, Jingjing"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-29T21:03:18Z","2017-09-30T09:15:32Z","2015-08","2015-07-16","2015-8"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["engagement","affect","instructional approach","participation type"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2015 Jingjing Sun"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/88285"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["This mixed method study investigates the contextual and personal factors that contribute to momentary fluctuation and long term change in children’s behavioral engagement and affect during a six-week intervention, between classrooms employing either Direct Instruction or Collaborative Group work. A total of 96 four-minute video clips from 24 fifth-grade classrooms were coded, and student behavioral engagement, affect, and lesson participation type were examined from the thirty-two 30-second intervals for each of 150 children. Applying both quantitative and qualitative methods, results showed that classroom instructional approach moderated the impact of children’s participation type on their behavioral engagement; children from Collaborative Group Work classrooms were most likely to be engaged in lessons through peer interaction, while children from Direct Instruction classrooms were most likely to be engaged when interacting with the teacher. Children’s affect was also influenced by the instructional approach they had experienced. Compared to children from Direct Instruction classrooms, those from Collaborative Group Work classrooms were significantly more likely to display positive affect during the intervention. Among various social and cognitive characteristics, nominations children received for talkativeness and having good ideas were the most salient predictors of their behavioral engagement and affect. Children’s engagement and positive affect aggregated over the period of the intervention significantly predicted knowledge acquired during the intervention, and partially explained some aspects of school attitude, including willingness to talk and share ideas, as well as attitudes toward reading and writing.","Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2017-08-01","The student, Jingjing Sun, accepted the attached license on 2015-07-16 at 14:16.","The student, Jingjing Sun, submitted this Dissertation for approval on 2015-07-16 at 14:17.","This Dissertation was approved for publication on 2015-07-16 at 15:07.","DSpace SAF Submission Ingestion Package generated from Vireo submission #8459 on 2015-09-29 at 15:06:12","Made available in DSpace on 2015-09-29T21:03:18Z (GMT). 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A total of 96 four-minute video clips from 24 fifth-grade classrooms were coded, and student behavioral engagement, affect, and lesson participation type were examined from the thirty-two 30-second intervals for each of 150 children. Applying both quantitative and qualitative methods, results showed that classroom instructional approach moderated the impact of children’s participation type on their behavioral engagement; children from Collaborative Group Work classrooms were most likely to be engaged in lessons through peer interaction, while children from Direct Instruction classrooms were most likely to be engaged when interacting with the teacher. Children’s affect was also influenced by the instructional approach they had experienced. Compared to children from Direct Instruction classrooms, those from Collaborative Group Work classrooms were significantly more likely to display positive affect during the intervention. Among various social and cognitive characteristics, nominations children received for talkativeness and having good ideas were the most salient predictors of their behavioral engagement and affect. Children’s engagement and positive affect aggregated over the period of the intervention significantly predicted knowledge acquired during the intervention, and partially explained some aspects of school attitude, including willingness to talk and share ideas, as well as attitudes toward reading and writing.","Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2017-08-01","The student, Jingjing Sun, accepted the attached license on 2015-07-16 at 14:16.","The student, Jingjing Sun, submitted this Dissertation for approval on 2015-07-16 at 14:17.","This Dissertation was approved for publication on 2015-07-16 at 15:07.","DSpace SAF Submission Ingestion Package generated from Vireo submission #8459 on 2015-09-29 at 15:06:12","Made available in DSpace on 2015-09-29T21:03:18Z (GMT). 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