Elina E. Ketonen, Lars-Erik Malmberg, Katariina Salmela-Aro, Hanni Muukkonen, Heta Tuominen, Kirsti Lonka, The role of study engagement in university students’ daily experiences: A multilevel test of moderation, Learning and Individual Differences, Volume 69, 2019, Pages 196-205, ISSN 1041-6080, https://doi.org/10.1016/j.lindif.2018.11.001.
The role of study engagement in university students' daily experiences : a multilevel test of moderation
|Author:||Ketonen, Elina E.1,2; Malmberg, Lars-Erik3; Salmela-Aro, Katariina1,2;|
1Faculty of Educational Sciences, University of Helsinki, Finland
2Department of Psychology, University of Jyväskylä, Finland
3Department of Education, University of Oxford, UK
4Department of Educational Sciences and Teacher Education, University of Oulu, Finland
5Optentia Research Focus Area, North-West University, South Africa
|Online Access:||PDF Full Text (PDF, 0.8 MB)|
|Persistent link:|| http://urn.fi/urn:nbn:fi-fe201902114471
|Publish Date:|| 2019-02-11
The present study investigated the dynamic nature of students’ daily experiences and general study engagement using intra-individual assessment. More specifically, we examined individual differences in the relationship between university students’ task-specific value and situational emotions and, further, whether first-year study engagement would moderate this association during the first two years of studies. Intra-individual state assessments were conducted via mobile phone-based experience sampling method (ESM) during participants’ first (N = 72) and second (N = 56) academic years, resulting in 3089 and 2912 fully completed state questionnaires. In both years, students were asked five times a day over two weeks how important they perceived their current activity and their positive and negative emotions. Using multilevel structural equation modeling, we found that, on average, a higher perception of task-specific value was associated with higher positive emotions and lower negative emotions within individuals. However, individual differences were detected in the value-emotion relations especially during the second academic year. Finally, the findings indicated that overall study engagement, measured at the beginning of the first academic year, predicted between-person differences in these within-person relationships both years.
Learning and individual differences
|Pages:||196 - 205|
|Type of Publication:||
A1 Journal article – refereed
|Field of Science:||
This study was supported by the Finnish Funding Agency for Technology and Innovation (TEKES) project “Sustainable Education Design” (440176) and by the Academy of Finland projects “Mind the Gap between Digital Natives and Educational Practices” (265528), “Bridging the Gaps - Affective, cognitive, and social consequences of digital revolution for youth development and education” (308352), “Strivings, Transitions, Achievements and Resilience” (139168) and “LEAD” (273872). Thank you for the financial support with personal grants to the Academy of Finland for Heta Tuominen (287170), Emil Aaltonen Foundation for Elina Ketonen and Jenny and Antti Wihuri Foundation for supporting Kirsti Lonka.
|Academy of Finland Grant Number:||
265528 (Academy of Finland Funding decision)
308352 (Academy of Finland Funding decision)
139168 (Academy of Finland Funding decision)
273872 (Academy of Finland Funding decision)
© 2018 The Authors. Published by Elsevier Inc. This is an open access article under the CC BY license (http://creativecommons.org/licenses/BY/4.0/).