Browsing by Subject "High School"
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Item Biology in the High School(University of Texas at Austin, 1913-10-15) Hartman, Carl; Lewis, I.M.Item Bookkeeping in the High School(University of Texas at Austin, 1916-12-05) Treleven, John E.Item Directory of Texas High-School Teachers(University of Texas at Austin, 1916-04-01) The University of Texas at AustinItem English in the High School(University of Texas at Austin, 1915-08-15) Law, Richard A.Item French and Spanish in the High School(University of Texas at Austin, 1915-09-05) Villaraso, Ernest J.; Casis, Lilia M.Item Manual Training in the High School(University of Texas at Austin, 1914-04-05) Hanszen, O.A.Item Suggestions for the Teaching of History and Civics in the High School(University of Texas at Austin, 1915-10-05) The University of Texas at AustinItem The Texas History Teachers' Bulletin(University of Texas at Austin, 1916-02-15) The University of Texas at AustinItem The effect of rationale on classroom engagement : moderation by perceived competence(2017-05) Steingut, Rebecca Rose; Awad, Germine H.; Patall, Erika A.; Schallert, Diane; Pituch, Keenan A; Yeager, David SPervasive evidence suggests that students’ classroom engagement in science tends to decline both within a school year and across school years. Motivation theory and research grounded in self-determination and expectancy-value perspectives suggest that rationale provision may be one way to boost engagement. However, recent evidence and theory also suggest that the effects rationales may not be consistent across all students, potentially varying depending on students’ perceptions of competence. To examine this hypothesis, I conducted a secondary analysis of daily reports of classroom experiences from 207 students in 41 high school science classrooms collected across a six-week instructional unit. Multilevel modeling results revealed that students’ daily perceptions of teachers’ provision of rationales were related to increases in behavioral and emotional engagement to a greater extent among students who were low in competence for science than with those high in perceived competence for science. While the relationship between daily perceptions of rationale on cognitive engagement did not depend on students baseline level of competence, the pattern of results was in the same direction. Implications for future research are discussed.