Situating collaborative disciplinary activity: creating a space for high-quality group engagement

Abstract This research investigates interrelated dimensions, dynamics, and context influences of group disciplinary engagement (GDE). Quality ratings were assigned for five GDE dimensions to 2.5-minute segments, from video drawn from three different middle school science and mathematics curriculum contexts. Dynamic structural equation modeling was employed to analyze the interrelationships and changes in group engagement quality and the role of contextual moderators. Results indicated positive interrelations among all engagement dimensions, save socioemotional engagement, suggesting a mutually supportive relationship. Temporally, disciplinary engagement (DE) had a key role as a positive predictor of collaborative, disciplinary, and behavioral engagement. Open tasks were associated with higher DE, while simulations fostered metacognitive engagement. This study has implications for understanding the complexity of GDE patterns as contextually situated.