How making mistakes shapes students’ situational engagement in chemistry laboratory?

Abstract

ABSTRACT This study aims to identify the relationship between mistake situations and students’ situational engagement. The data were gathered from 155 undergraduate students in a chemistry laboratory course using the ecological momentary assessment. Mistakes and the elements of engagement were recorded on-task. The effect of mistakes was examined using multilevel structural equation modelling, considering that situational responses are nested within individuals, enabling us to consider how the characteristics of individuals and learning situations appear in relation to mistakes. Our results suggest that learning situations integrating theory and practice predict high situational engagement. In these situations, students were also more likely to commit mistakes. Making mistakes affected the elements of engagement. Computational mistakes intensified the negative effect on interest, and skill, and the positive effect on challenge, while practical mistakes reduced these effects. Seeking support after making mistakes was associated with high levels of challenge, and teacher support was associated with lower skill levels. Based on the results, students’ situational engagement during laboratory courses can be supported by strengthening the connections between theory and practical activities and by encouraging students to solve arising problems collaboratively.