A Motivational Perspective on Engagement and Disaffection

TLDR

The article proposes a motivational framework that defines engagement as constructive, focused, enthusiastic participation and distinguishes it from disaffection, separating behavioral and emotional dimensions. The study evaluated the psychometric properties of teacher‑ and student‑reported behavioral and emotional engagement and disaffection scores using data from 1,018 third‑ to sixth‑grade students. Structural analyses show a multidimensional model of engagement and disaffection fits best, with scores validated by teacher–student correlations, classroom observations, and self‑system/social contextual markers, indicating that comprehensive assessment must include both behavioral and emotional dimensions and revealing additional dimensions for future research.

Abstract

This article presents a motivational conceptualization of engagement and disaffection: First, it emphasizes children's constructive, focused, enthusiastic participation in the activities of classroom learning; second, it distinguishes engagement from disaffection, as well as behavioral features from emotional features. Psychometric properties of scores from teacher and student reports of behavioral engagement, emotional engagement, behavioral disaffection, and emotional disaffection were examined using data from 1,018 third through sixth graders. Structural analyses of the four indicators confirm that a multidimensional structure fits the data better than do bipolar or unidimensional models. Validity of scores is supported by findings that teacher reports are correlated with student reports, with in vivo observations in the classroom, and with markers of self-system and social contextual processes. As such, these measures capture important features of engagement and disaffection in the classroom, and any comprehensive assessment should include markers of each. Additional dimensions are identified, pointing the way to future research.