Date of Award
Doctor of Philosophy in Education (PhD)
First Advisor/Committee Member
Dr. Arthur Ellis
Second Advisor/Committee Member
Dr. Stamatis Vokos
Third Advisor/Committee Member
Dr. Rick Eigenbrood
meta-analysis, engagement, science, middle school, self-determination theory, stage-environment fit theory
Researchers and educational practitioners have long been concerned with declines in science engagement reported by students as they transition into the middle school setting. Though the operationalization of engagement is still nascent, an emerging consensus on a three-faceted model of student engagement has recently emerged in the research literature (Fredricks, Blumenfeld, & Paris, 2004). Thus, a synthesis of existing primary research of early adolescents’ science engagement under this emerging conceptualization was warranted. The results of this meta-analysis indicate that instructional methods, class characteristics and competence predictors had the strongest relationship with self-reported science engagement in early adolescence. These predictors also show the strongest relationship with affective and cognitive engagement sub-types. Though affective and cognitive engagement were well represented in primary studies, behavioral engagement was underrepresented in student self-reports.
Aker, Leanna B., "A Meta-Analysis of Middle School Science Engagement" (2016). Education Dissertations. 10.