Instruction and task appraisals as antecedents of momentary engagement and disaffection

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This study examines how task instruction and task appraisals predict engagement and disaffection in classroom moments. We assessed 2,560 momentary survey responses from 124 Finnish 7th grade students using a within-person analytical approach. The results showed that students were more engaged during active instruction and when they had choice in the task. Student choice and collaboration were linked to increased emotional engagement and decreased disaffection. Task value was a strong predictor of higher engagement and lower disaffection, whereas perceived competence was associated with higher engagement. The role of task difficulty was mixed, increasing behavioural and cognitive engagement slightly but decreasing emotional engagement and increasing disaffection. Some of the effects of task instruction were mediated by perceived competence and task difficulty. Implications for theory and educational practice are discussed as well.