Student participation and cognitive and emotional engagement in learning activities play a key role in student academic achievement and are driven by student motivational characteristics such as academic self-concept. These relations have been well established with variable-centered analyses, but in this study, a person-centered analysis was applied to describe how the different aspects of student engagement are combined within individual students. Specifically, we investigated how the number of hand-raisings interacts with student cognitive and emotional engagement in various engagement patterns. Additionally, it was analyzed how these engagement patterns relate to academic self-concept as an antecedent and achievement as an outcome. In an empirical study, high school students (N = 397) from 20 eighth-grade classrooms were surveyed and videotaped during one mathematics school lesson. The design included a pre- and post-test, with the videotaping occurring in between. Five within-student engagement patterns were identified by latent profile analysis: disengaged, compliant, silent, engaged, and busy. Students with higher academic self-concept were more likely to show a pattern of moderate to high engagement. Compared with students with low engagement, students with higher engagement patterns gained systematically in end-of-year achievement. These findings illustrate the power of person-centered analyses to illuminate the complexity of student engagement. They imply the need for differentiation beyond disengaged and engaged students and bring along the recognition that being engaged can take on various forms, from compliant to busy.

中文翻译：

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总比不参与好：学生参与模式及其与学术自我概念和成就的关系

学生在学习活动中的参与以及认知和情感参与对学生的学业成绩起着关键作用，并受到学生动机特征（如学业自我概念）的驱动。以变​​量为中心的分析已经很好地建立了这些关系，但在本研究中，以人为中心的分析被应用于描述学生参与的不同方面如何在个别学生中结合。具体来说，我们调查了举手次数如何与学生在各种参与模式中的认知和情感参与互动。此外，还分析了这些参与模式如何与作为前因的学术自我概念和作为结果的成就相关联。在一项实证研究中，来自 20 个八年级教室的高中生 (N = 397) 在一节数学课上接受了调查和录像。该设计包括前测试和后测试，录像发生在两者之间。通过潜在特征分析确定了五种学生内部参与模式：不参与、顺从、沉默、参与和忙碌。具有较高学术自我概念的学生更有可能表现出中等至高度参与的模式。与参与度较低的学生相比，参与度较高的学生在年终成绩上有系统的提高。这些发现说明了以人为本的分析在阐明学生参与的复杂性方面的力量。