Situating collaborative disciplinary activity
Creating a space for high-quality group engagement
Bibliographic Data
| ID | 9894877 |
|---|---|
| Authors | Toni Kempler Rogat (0000-0002-9894-2172, Purdue University West Lafayette, corresponding author), Anne Traynor (0000-0003-2662-9184, Purdue University West Lafayette), Cindy E Hmelo-Silve (0000-0003-2275-5212, Indiana University Bloomington), Britte Haugan Cheng (0000-0001-5454-2903, Menlo School) |
| Year | 2026 |
| Volume | 54 |
| Issue | 1 |
| Publication date | 2026-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Instructional Science (JOURNAL) |
| Journal identifiers | ISSN: 0020-4277 • E-ISSN: 1573-1952 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s11251-025-09772-1 |
| OpenAlex | W7126234090 |
| Language | EN |
| References cited | 92 |
This research investigates interrelated dimensions, dynamics, and context influences of group disciplinary engagement (GDE). Quality ratings were assigned for five GDE dimensions to 2.5-minute segments, from video drawn from three different middle school science and mathematics curriculum contexts. Dynamic structural equation modeling was employed to analyze the interrelationships and changes in group engagement quality and the role of contextual moderators. Results indicated positive interrelations among all engagement dimensions, save socioemotional engagement, suggesting a mutually supportive relationship. Temporally, disciplinary engagement (DE) had a key role as a positive predictor of collaborative, disciplinary, and behavioral engagement. Open tasks were associated with higher DE, while simulations fostered metacognitive engagement. This study has implications for understanding the complexity of GDE patterns as contextually situated
Context (archaeology) · Curriculum · Discipline · Educational psychology · Metacognition · Socioemotional selectivity theory · Structural equation modeling · Student engagement · Innovative Teaching and Learning Methods · Science Education and Pedagogy · Team Dynamics and Performance
Handbook of Self-Regulation of Learning and Performance
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Socially shared regulation of learning and participation in social interaction in collaborative learning
Affect and engagement during small group instruction
When Is It Better to Learn Together? Insights from Research on Collaborative Learning
Engaging with others’ mathematical ideas
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A primer on two-level dynamic structural equation models for intensive longitudinal data in Mplus.
Number of Subjects and Time Points Needed for Multilevel Time-Series Analysis
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Exploring the role of off-task activity on students’ collaborative dynamics
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Complementary lenses
Striking a balance
Statistical Modeling of the Individual
Answering the Call for a Standard Reliability Measure for Coding Data
Analyzing developmental processes on an individual level using nonstationary time series modeling
Integration of Technology, Curriculum, and Professional Development for Advancing Middle School Mathematics
Enhancing Peer Interaction and Learning in the Classroom Through Reciprocal Questioning
An Educational Psychology Success Story
| Citation velocity | historical |
|---|---|
| Highly cited | No |