Student Engagement in High School Classrooms from the Perspective of Flow Theory
We present a conceptualization of student engagement based on the culmination of concentration, interest, and enjoyment (i.e., flow). Using a longitudinal sample of 526 high school students across the U.S., we investigated how adolescents spent their time in high school and the conditions under whic...
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| Veröffentlicht in: | School psychology quarterly 2003, Vol.18 (2), p.158-176 |
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| container_end_page | 176 |
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| container_title | School psychology quarterly |
| container_volume | 18 |
| creator | Shernoff, David J Csikszentmihalyi, Mihaly Schneider, Barbara Shernoff, Elisa Steele |
| description | We present a
conceptualization of student engagement based on the culmination of concentration, interest,
and enjoyment (i.e., flow). Using a longitudinal sample of 526 high school students across the
U.S., we investigated how adolescents spent their time in high school and the conditions under
which they reported being engaged. Participants experienced increased engagement when the
perceived challenge of the task and their own skills were high and in balance, the instruction
was relevant, and the learning environment was under their control. Participants were also more
engaged in individual and group work versus listening to lectures, watching videos, or taking
exams. Suggestions to increase engagement, such as focusing on learning activities that support
students' autonomy and provide an appropriate level of challenge for
students' skills, conclude the article. |
| doi_str_mv | 10.1521/scpq.18.2.158.21860 |
| format | Article |
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conceptualization of student engagement based on the culmination of concentration, interest,
and enjoyment (i.e., flow). Using a longitudinal sample of 526 high school students across the
U.S., we investigated how adolescents spent their time in high school and the conditions under
which they reported being engaged. Participants experienced increased engagement when the
perceived challenge of the task and their own skills were high and in balance, the instruction
was relevant, and the learning environment was under their control. Participants were also more
engaged in individual and group work versus listening to lectures, watching videos, or taking
exams. Suggestions to increase engagement, such as focusing on learning activities that support
students' autonomy and provide an appropriate level of challenge for
students' skills, conclude the article.</description><identifier>ISSN: 1045-3830</identifier><identifier>ISSN: 2578-4218</identifier><identifier>EISSN: 1939-1560</identifier><identifier>EISSN: 2578-4226</identifier><identifier>DOI: 10.1521/scpq.18.2.158.21860</identifier><identifier>CODEN: SPSQE5</identifier><language>eng</language><publisher>New York: Guilford Publications</publisher><subject>Adolescents ; Classroom Environment ; Classrooms ; Difficulty Level ; Educational Environment ; Female ; Flow Theory ; High School Students ; High Schools ; Human ; Instructional Effectiveness ; Learner Engagement ; Learning Activities ; Learning Processes ; Male ; Predictor Variables ; School Psychology ; Skills ; Student Attitudes ; Student Engagement ; Teaching Methods ; Theories</subject><ispartof>School psychology quarterly, 2003, Vol.18 (2), p.158-176</ispartof><rights>2003 Division 16, American Psychological Association</rights><rights>2003 American Psychological Association</rights><rights>Copyright Guilford Publications, Inc. Summer 2003</rights><rights>2003, Division 16, American Psychological Association</rights><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-a387t-3b1cf8e3b78e0aaa011333fefbc7f56ce2ba3a3f213ca6d4b37cba7aaa837d433</citedby><cites>FETCH-LOGICAL-a387t-3b1cf8e3b78e0aaa011333fefbc7f56ce2ba3a3f213ca6d4b37cba7aaa837d433</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,780,784,4024,27923,27924,27925</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ672635$$DView record in ERIC$$Hfree_for_read</backlink></links><search><contributor>D'Amato, Rik Carl</contributor><creatorcontrib>Shernoff, David J</creatorcontrib><creatorcontrib>Csikszentmihalyi, Mihaly</creatorcontrib><creatorcontrib>Schneider, Barbara</creatorcontrib><creatorcontrib>Shernoff, Elisa Steele</creatorcontrib><title>Student Engagement in High School Classrooms from the Perspective of Flow Theory</title><title>School psychology quarterly</title><description>We present a
conceptualization of student engagement based on the culmination of concentration, interest,
and enjoyment (i.e., flow). Using a longitudinal sample of 526 high school students across the
U.S., we investigated how adolescents spent their time in high school and the conditions under
which they reported being engaged. Participants experienced increased engagement when the
perceived challenge of the task and their own skills were high and in balance, the instruction
was relevant, and the learning environment was under their control. Participants were also more
engaged in individual and group work versus listening to lectures, watching videos, or taking
exams. Suggestions to increase engagement, such as focusing on learning activities that support
students' autonomy and provide an appropriate level of challenge for
students' skills, conclude the article.</description><subject>Adolescents</subject><subject>Classroom Environment</subject><subject>Classrooms</subject><subject>Difficulty Level</subject><subject>Educational Environment</subject><subject>Female</subject><subject>Flow Theory</subject><subject>High School Students</subject><subject>High Schools</subject><subject>Human</subject><subject>Instructional Effectiveness</subject><subject>Learner Engagement</subject><subject>Learning Activities</subject><subject>Learning Processes</subject><subject>Male</subject><subject>Predictor Variables</subject><subject>School Psychology</subject><subject>Skills</subject><subject>Student Attitudes</subject><subject>Student Engagement</subject><subject>Teaching Methods</subject><subject>Theories</subject><issn>1045-3830</issn><issn>2578-4218</issn><issn>1939-1560</issn><issn>2578-4226</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2003</creationdate><recordtype>article</recordtype><recordid>eNp9kF1LwzAUhosoOKe_QC-CeCedSU_bpJcyNqcMHGxehzRL1o5u6ZJW2b83pSIK4s35fN4T8gbBNcEjkkTkwcn6MCJsFPnWR8JSfBIMSAZZSJIUn_oax0kIDPB5cOHcFmM_Z9kgWCybdq32DZrsN2Kjdl1Z7tGs3BRoKQtjKjSuhHPWmJ1D2podagqFFsq6WsmmfFfIaDStzAdaFcrY42VwpkXl1NVXHgZv08lqPAvnr0_P48d5KIDRJoScSM0U5JQpLITAhACAVjqXVCepVFEuQICOCEiRruMcqMwF9SQDuo4BhsFtf7e25tAq1_Ctae3eP8lTEgPNgOH_IJIlMYUkiTwEPSSt8R9Vmte23Al75ATzzl7e2csJ45Fvfezs9aqbXqVsKb8Vk5eURikkfn3fr0UteO2OUtimlJVysrXWm8zdj5Oevvub_o19AmYvlLs</recordid><startdate>2003</startdate><enddate>2003</enddate><creator>Shernoff, David J</creator><creator>Csikszentmihalyi, Mihaly</creator><creator>Schneider, Barbara</creator><creator>Shernoff, Elisa Steele</creator><general>Guilford Publications</general><general>American Psychological Association</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7RZ</scope><scope>PSYQQ</scope></search><sort><creationdate>2003</creationdate><title>Student Engagement in High School Classrooms from the Perspective of Flow Theory</title><author>Shernoff, David J ; Csikszentmihalyi, Mihaly ; Schneider, Barbara ; Shernoff, Elisa Steele</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-a387t-3b1cf8e3b78e0aaa011333fefbc7f56ce2ba3a3f213ca6d4b37cba7aaa837d433</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2003</creationdate><topic>Adolescents</topic><topic>Classroom Environment</topic><topic>Classrooms</topic><topic>Difficulty Level</topic><topic>Educational Environment</topic><topic>Female</topic><topic>Flow Theory</topic><topic>High School Students</topic><topic>High Schools</topic><topic>Human</topic><topic>Instructional Effectiveness</topic><topic>Learner Engagement</topic><topic>Learning Activities</topic><topic>Learning Processes</topic><topic>Male</topic><topic>Predictor Variables</topic><topic>School Psychology</topic><topic>Skills</topic><topic>Student Attitudes</topic><topic>Student Engagement</topic><topic>Teaching Methods</topic><topic>Theories</topic><toplevel>online_resources</toplevel><creatorcontrib>Shernoff, David J</creatorcontrib><creatorcontrib>Csikszentmihalyi, Mihaly</creatorcontrib><creatorcontrib>Schneider, Barbara</creatorcontrib><creatorcontrib>Shernoff, Elisa Steele</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>Access via APA PsycArticles® (ProQuest)</collection><collection>ProQuest One Psychology</collection><jtitle>School psychology quarterly</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Shernoff, David J</au><au>Csikszentmihalyi, Mihaly</au><au>Schneider, Barbara</au><au>Shernoff, Elisa Steele</au><au>D'Amato, Rik Carl</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ672635</ericid><atitle>Student Engagement in High School Classrooms from the Perspective of Flow Theory</atitle><jtitle>School psychology quarterly</jtitle><date>2003</date><risdate>2003</risdate><volume>18</volume><issue>2</issue><spage>158</spage><epage>176</epage><pages>158-176</pages><issn>1045-3830</issn><issn>2578-4218</issn><eissn>1939-1560</eissn><eissn>2578-4226</eissn><coden>SPSQE5</coden><abstract>We present a
conceptualization of student engagement based on the culmination of concentration, interest,
and enjoyment (i.e., flow). Using a longitudinal sample of 526 high school students across the
U.S., we investigated how adolescents spent their time in high school and the conditions under
which they reported being engaged. Participants experienced increased engagement when the
perceived challenge of the task and their own skills were high and in balance, the instruction
was relevant, and the learning environment was under their control. Participants were also more
engaged in individual and group work versus listening to lectures, watching videos, or taking
exams. Suggestions to increase engagement, such as focusing on learning activities that support
students' autonomy and provide an appropriate level of challenge for
students' skills, conclude the article.</abstract><cop>New York</cop><pub>Guilford Publications</pub><doi>10.1521/scpq.18.2.158.21860</doi><tpages>19</tpages></addata></record> |
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| ispartof | School psychology quarterly, 2003, Vol.18 (2), p.158-176 |
| issn | 1045-3830 2578-4218 1939-1560 2578-4226 |
| language | eng |
| recordid | cdi_proquest_journals_614379380 |
| source | EBSCOhost APA PsycARTICLES |
| subjects | Adolescents Classroom Environment Classrooms Difficulty Level Educational Environment Female Flow Theory High School Students High Schools Human Instructional Effectiveness Learner Engagement Learning Activities Learning Processes Male Predictor Variables School Psychology Skills Student Attitudes Student Engagement Teaching Methods Theories |
| title | Student Engagement in High School Classrooms from the Perspective of Flow Theory |
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