Optimal Learning Moments in Finnish and US Science Classrooms: A Psychological Network Analysis Approach
Main Article Content
Abstract
Engagement can be situative and, when it occurs, a number of experiences will co-occur. The present study examined the co-occurred experiences of optimal learning moments (OLM), a type of situated engagement, using the novel network analysis and including data from two countries: Finland and the US. Both samples were from high schools and were measured using the experience sampling method. The Finnish sample consisted of 282 students (age = 15-16) and was assessed in science lessons only. The US sample consisted of 533 students at the same age. Co-occurrence network analysis showed that, when OLM occurred, feelings of concentration, success, in control, and meeting self and others’ expectations appeared frequently. These results were highly consistent between Finnish and US science classrooms. Further analysis found optimal learning moments were mutually reinforced by the creative experiences, feelings of competitiveness and pride, and the attitudes toward science practices. As a result, an updated optimal learning moment framework was proposed to understand its enhancers, detractors, accelerants, and outcomes in science learning situations. This provides new theoretical accounts regarding the co-occurring experiences of optimal learning moments.
Article Details
FLR adopts the Attribution-NonCommercial-NoDerivs Creative Common License (BY-NC-ND). That is, Copyright for articles published in this journal is retained by the authors with, however, first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.
References
Borsboom, D., Deserno, M. K., Rhemtulla, M., Epskamp, S., Fried, E. I., McNally, R. J., Robinaugh, D. J., Perugini, M., Dalege, J., Costantini, G., Isvoranu, A.-M., Wysocki, A. C., van Borkulo, C. D., van Bork, R., & Waldorp, L. J. (2021). Network analysis of multivariate data in psychological science. Nature Reviews Methods Primers, 1(1), 58. https://doi.org/10.1038/s43586-021-00055-w
Christensen, A. P., Golino, H., & Silvia, P. J. (2020). A psychometric network perspective on the validity and validation of personality trait questionnaires. European Journal of Personality, per.2265. https://doi.org/10.1002/per.2265
Csardi, G., & Nepusz, T. (2006). The igraph software package for complex network research. InterJournal, Complex Sy, 1695. http://igraph.org
Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. Harper and Row.
Csikszentmihalyi, M. (1997). Flow and the psychology of discovery and invention. HarperPerennial, New York. https://doi.org/10.1037/e586602011-001
Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087–1101. https://doi.org/10.1037/0022-3514.92.6.1087
Hawkley, L. C., & Cacioppo, J. T. (2010). Loneliness matters: A theoretical and empirical review of consequences and mechanisms. Annals of Behavioral Medicine, 40(2), 218–227. https://doi.org/10.1007/s12160-010-9210-8
Hendolin, I. (2016). Exploring optimal learning moments at tutorial sessions. 2016 Physics Education Research Conference Proceedings, 144–147. https://doi.org/10.1119/perc.2016.pr.031
Hulleman, C. S., Godes, O., Hendricks, B. L., & ... (2010). Enhancing interest and performance with a utility value intervention. Journal of …. https://psycnet.apa.org/record/2010-21220-001
Inkinen, J., Klager, C., Juuti, K., Schneider, B., Salmela‐Aro, K., Krajcik, J., & Lavonen, J. (2020). High school students’ situational engagement associated with scientific practices in designed science learning situations. Science Education, 104(4), 667–692. https://doi.org/10.1002/sce.21570
Inkinen, J., Klager, C., Schneider, B., Juuti, K., Krajcik, J., Lavonen, J., & Salmela-Aro, K. (2019). Science classroom activities and student situational engagement. International Journal of Science Education, 41(3), 316–329. https://doi.org/10.1080/09500693.2018.1549372
Inkinen, M., Lonka, K., Hakkarainen, K., Muukkonen, H., Litmanen, T., & Salmela-Aro, K. (2014). The interface between core affects and the challenge–skill relationship. Journal of Happiness Studies, 15(4), 891–913. https://doi.org/10.1007/s10902-013-9455-6
Krajcik, J. S., & Shin, N. (2014). Project-Based Learning. In R. K. Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences (pp. 275–297). Cambridge University Press. https://doi.org/10.1017/CBO9781139519526.018
Moeller, J., Ivcevic, Z., Brackett, M. A., & White, A. E. (2018). Mixed emotions: Network analyses of intra-individual co-occurrences within and across situations. Emotion, 18(8), 1106–1121. https://doi.org/10.1037/emo0000419
Murayama, K., & Elliot, A. J. (2012). The competition–performance relation: A meta-analytic review and test of the opposing processes model of competition and performance. Psychological Bulletin, 138(6), 1035–1070. https://doi.org/10.1037/a0028324
Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18(4), 315–341. https://doi.org/10.1007/s10648-006-9029-9
Pels, F., & Kleinert, J. (2016). Loneliness and physical activity: A systematic review. International Review of Sport and Exercise Psychology, 9(1), 231–260. https://doi.org/10.1080/1750984X.2016.1177849
Runco, M. A., & Jaeger, G. J. (2012). The Standard Definition of Creativity. Creativity Research Journal, 24(1), 92–96. https://doi.org/10.1080/10400419.2012.650092
Schneider, B., Krajcik, J., Lavonen, J., Salmela-Aro, K., Broda, M., Spicer, J., Bruner, J., Moeller, J., Linnansaari, J., Juuti, K., & Viljaranta, J. (2016). Investigating optimal learning moments in U.S. and Finnish science classes. Journal of Research in Science Teaching, 53(3), 400–421. https://doi.org/10.1002/tea.21306
Tang, X., Lee, H. R., Wan, S., Gaspard, H., & Salmela-Aro, K. (2022). Situating Expectancies and Subjective Task Values Across Grade Levels, Domains, and Countries: A Network Approach. AERA Open, 8, 233285842211171. https://doi.org/10.1177/23328584221117168
Tang, X., Renninger, K. A., Hidi, S. E., Murayama, K., Lavonen, J., & Salmela-Aro, K. (2022). The differences and similarities between curiosity and interest: Meta-analysis and network analyses. Learning and Instruction, 80, 101628. https://doi.org/10.1016/j.learninstruc.2022.101628
Tang, X., Wang, M.-T., Guo, J., & Salmela-Aro, K. (2019). Building grit: The longitudinal pathways between mindset, commitment, grit, and academic outcomes. Journal of Youth and Adolescence, 48(5), 850–863. https://doi.org/10.1007/s10964-019-00998-0
Tauer, J. M., & Harackiewicz, J. M. (2004). The Effects of Cooperation and Competition on Intrinsic Motivation and Performance. Journal of Personality and Social Psychology, 86(6), 849–861. https://doi.org/10.1037/0022-3514.86.6.849
Thissen, D., Steinberg, L., & Kuang, D. (2002). Quick and easy implementation of the benjamini-hochberg procedure for controlling the false positive rate in multiple comparisons. Journal of Educational and Behavioral Statistics, 27(1), 77–83. https://doi.org/10.3102/10769986027001077
Tracy, J. L., & Robins, R. W. (2007). Emerging Insights Into the Nature and Function of Pride. Current Directions in Psychological Science, 16(3), 147–150. https://doi.org/10.1111/j.1467-8721.2007.00493.x
Trampe, D., Quoidbach, J., & Taquet, M. (2015). Emotions in Everyday Life. PLOS ONE, 10(12), e0145450. https://doi.org/10.1371/journal.pone.0145450
van Borkulo, C. D., Boschloo, L., Kossakowski, J. J., Tio, P., Schoevers, R. A., Borsboom, D., & Waldorp, L. J. (2017). Comparing network structures on three aspects: A permutation test. Journal of Statistical Software. https://doi.org/10.13140/RG.2.2.29455.38569
Van Doorn, E. A., Heerdink, M. W., & Van Kleef, G. A. (2012). Emotion and the construal of social situations: Inferences of cooperation versus competition from expressions of anger, happiness, and disappointment. Cognition & Emotion, 26(3), 442–461. https://doi.org/10.1080/02699931.2011.648174
Van Kleef, G. A. (2009). How emotions regulate social life. Current Directions in Psychological Science, 18(3), 184–188. https://doi.org/10.1111/j.1467-8721.2009.01633.x