Perfiles Momentaneos de Compromiso a lo Largo de Tres Clases De Ciencias En Estudiantes Colombianos

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). Through a cellphone alarm, the students were called to answer the Experience Sampling Form (ESF) once in each class throughout