Examining differential trajectories of engagement over the transition to secondary school: The role of perceived control

Abstract

The present study was particularly interested in identifying resilient trajectories of engagement, and analyzing their association with student’s motivation, specifically, their perceived control. In a longitudinal study following 391 students across three measurement points, encompassing the transition from 9th to 10th grade (from basic to secondary school), students’ beliefs (control, effort capacity, and ability capacity beliefs), engagement, and academic achievement were assessed. Consistent with previous research, an overall decline in levels of engagement was found over this time, associated with perceived control. To uncover alternative pathways, latent class growth analysis was used, and three groups of students were identified based on their distinct engagement trajectories: (1) students whose engagement started high but decreased (high-decreasing engagement), (2) students who started at average levels and declined (average-decreasing engagement), and (3) students whose engagement started low but then increased (low-increasing engagement). Comparison of the three groups demonstrated that control beliefs play a critical role in reducing the normative rate of decline in engagement. The recovery trajectory (low-increasing engagement), which is of particular interest, showed smaller declines in control beliefs. Findings also suggest that effort capacity beliefs seem to protect engagement in the face of the challenges this group of lower performing students are likely to encounter. The emergence of the three distinct engagement groups is of special interest as it shows positive, counter-normative changes in engagement trajectories. The observed changes in engagement, motivation, and achievement of the potentially at-risk students (low-increasing engagement group) suggest that these students may be especially sensitive to a supportive and engaging academic environment.