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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 0000-0002-9894-2172), Anne Traynor (ORCID 0000-0003-2662-9184), Cindy E. Hmelo-Silve (ORCID 0000-0003-2275-5212), Britte Haugan Cheng (ORCID 0000-0001-5454-2903)
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
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  Data: <searchLink fieldCode="AR" term="%22Toni+Kempler+Rogat%22">Toni Kempler Rogat</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-9894-2172">0000-0002-9894-2172</externalLink>)<br /><searchLink fieldCode="AR" term="%22Anne+Traynor%22">Anne Traynor</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-2662-9184">0000-0003-2662-9184</externalLink>)<br /><searchLink fieldCode="AR" term="%22Cindy+E%2E+Hmelo-Silve%22">Cindy E. Hmelo-Silve</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-2275-5212">0000-0003-2275-5212</externalLink>)<br /><searchLink fieldCode="AR" term="%22Britte+Haugan+Cheng%22">Britte Haugan Cheng</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-5454-2903">0000-0001-5454-2903</externalLink>)
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  Data: 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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