Situating Collaborative Disciplinary Activity: Creating a Space for High-Quality Group Engagement
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| Title: | Situating Collaborative Disciplinary Activity: Creating a Space for High-Quality Group Engagement |
|---|---|
| Language: | English |
| Authors: | Toni Kempler Rogat (ORCID |
| Source: | Instructional Science: An International Journal of the Learning Sciences. 2026 54(1). |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 32 |
| Publication Date: | 2026 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 1661266 1661234 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Descriptors: | Cooperative Learning, Group Dynamics, Learner Engagement, Predictor Variables, Metacognition, STEM Education |
| DOI: | 10.1007/s11251-025-09772-1 |
| ISSN: | 0020-4277 1573-1952 |
| Abstract: | 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. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1504850 |
| Database: | ERIC |
| Abstract: | 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. |
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| ISSN: | 0020-4277 1573-1952 |
| DOI: | 10.1007/s11251-025-09772-1 |
