Fostering Hope in Schools: Behavioral Engagement Mediates the Relationship Between Perceived Social Support for School and Hope in Adolescents

School is an important context for early adolescents’ development. An overall positive sense of well-being in school, measured by school satisfaction in this study, should be one of the indicators of a good schooling experience. To address the importance of social support in the school context, this study examined the relationship between three sources of school-related social support (family support for learning, peer support for learning, and teacher-student relationships) and early adolescents’ school satisfaction across time. Participants were 547 middle school students from a middle school in the Southeastern United States who completed surveys of school social climate and school satisfaction on two separate occasions, five months apart. Results showed that overall school-related social support explained a substantial amount of the variance associated with students’ school satisfaction reports at both time points. However, there were differential effects among three sources of social support. Specifically, teacher-student relationships accounted for the largest amount of variance in school satisfaction at Time 1 and Time 2 (controlling for Time 1); peer support contributed a statistically significant amount of unique variance to school satisfaction at Time 1; and family support significantly contributed to students’ school satisfaction at Time 2 (controlling for Time 1). Recommendations for educators, childcare workers, administrators, and policymakers are discussed in light of the findings and developmental considerations.

The aim of this study was to examine the associations between learning support, student engagement and academic achievement among adolescents. We also examined the extent to which affective, behavioural and cognitive engagement play a mediating role in students’ perceived learning support from parents, teachers and peers, and contribute to their academic achievement. Malaysian adolescents (aged 12–17 years, N = 2359) completed a self-administered questionnaire based on an adapted version of the Student Engagement And Learning Support Scale. Item and factor analyses were performed to ensure appropriate psychometric properties of the scales. Pearson correlation analysis identified the relationship between variables and structural equation modelling was conducted to identify the role of student engagement as a mediator between learning support and academic achievement. The study provides empirical support for the hypothesis that perceptions of learning support influence adolescents’ affective, behavioural and cognitive engagement in school in different ways, which in turn influences their academic achievement. Cognitive engagement seemed to be the best predictor of academic achievement and the strongest mediator for all three types of learning support. Behavioural engagement was negatively associated with academic achievement, and affective engagement did not have a direct relationship with academic achievement, although it contributed indirectly through cognitive and behavioural engagement. The results of this study provide a basis for policy makers to initiate prevention and intervention programs for increasing the quality of parent–child, teacher–student and peer–peer relationships which ultimately could lead to improved academic competence and outcomes.

This study examines how school-related social support from teachers and classmates is related to the health-related quality of life (HRQoL), school engagement, and self-competence of Turkish immigrant students in Germany. We used data from the SIMCUR study with a longitudinal and cohort-sequential design. The study included a total of 216 Turkish immigrant children and adolescents. Complete longitudinal data was available for 161 participants. Students rated their perceived teachers and classmate support, HRQoL, school engagement, and self-competence in math and reading in 4th (n = 136), 5th (n = 110), and 6th grades (n = 100) (middle/ M-cohort), or in 7th (n = 73) and 8th (n = 69) grades (older/ O-cohort). Multiple regression analysis revealed that school-related social support had positive effects on all outcomes in 4th grade. In 5th, 6th and 7th grades, higher classmate support was associated with higher HRQoL but not with school engagement and self-competence, whereas higher teacher support was associated with higher school engagement and self-competence but not with HRQoL. In 8th grade, only a positive effect of teacher support on school engagement was found. Girls were more likely to report higher school-related social support, but this reached significance only for the the M-cohort. Boys in 5th, 7th, and 8th grades reported higher self-competence in math than girls. We found hardly any effects of maternal education level on HRQoL and school outcomes of students. Only for 4th grade students was higher maternal education level associated with higher school engagement. Our findings indicate that for younger children especially in elementary school, teacher and classmate support has positive effects on both HRQoL and school-related variables; for students at the beginning of middle school, classmate support only has an influence on HRQoL. Regarding school matters, students in these grades profit from teacher support as from classmates. During adolescence, school-related social support loses significance in terms of HRQoL and self-competence. However, teacher support still seems to have a significant impact on students’ school-engagement. From an applied perspective, interventions aimed at HRQoL and academic achievement of children and adolescents should include a focus on social support by teachers and classmates.

Using data from 1,676 youth who participated in three waves (Grades 6 to 8) of the longitudinal, 4-H Study of Positive Youth Development, we tested two series of hierarchal linear models to examine the role of peer support, associating with ‘‘problem-behaving’’ friends, and bullying involvement in the development of behavioral and emotional school engagement during early adolescence. Results indicated peer support positively predicted behavioral and emotional school engagement, whereas associating with problem-behaving friends and bullying involvement were negatively associated with both aspects of school engagement. When students were older, the positive influences of positive peer support on emotional engagement appeared stronger. Similarly, the negative influences of associating with problem-behaving friends on behavioral engagement became more detrimental over time. While girls and youth of higher family socioeconomic status (SES) tended to be more behaviorally and emotionally engaged than boys and youth from less advantaged families, the influences of time and peer relationships on school engagement were not different for boys and girls or for youth with different family SES backgrounds. Implications for understanding peer relations as a context for promoting school engagement are discussed.

Promoting student’s school engagement is a major goal in our society. The literature has shown that students’ proximal sources of social support can play a fundamental role in facilitating this engagement. The purpose of this study was (1) to compare perceived support from four sources (mother, father, teacher, and peers) as a function of two different middle-school student backgrounds, a priority education area and a privileged area; (2) and (3) to examine the contribution of these main sources of social support, either directly or indirectly (through sense of school belonging) to school engagement; and (4) to test whether perceived social support is more strongly related to school engagement, directly or indirectly, among students from priority education school compared to students from the advantaged area. In all, 623 middle-school students (aged 11–16) from either a privileged or priority education area participated in this study. The results showed that the mother was perceived as providing more support, followed by the father, the teachers, and the peers. Students from the priority education area perceived more support from their teachers than their counterparts from the more privileged area did. A path analysis showed that each source of social support, except for maternal support, contributed to school engagement. Peers and teachers emerged as the best source of support for school engagement, having significant direct effects among students from the priority education area and both direct and indirect (through the sense of school belonging) effects among students from the advantaged area. Peer support also appears to have a double-edged effect on school engagement among students in the priority education area. This study contributes to enlightening the phenomenon of school engagement in adolescence by clarifying the role of social support and the related mediating process. Being perceived as an important source of social support by students is not enough to contribute to their sense of school belonging and school engagement.

This study investigated students' fixed mindset trajectories using 6‐year longitudinal data from the 4th grade (elementary school) to the 9th grade (middle school). The longitudinal associations between the trajectories and academic achievement with behavioral engagement as a mediator were examined using a piecewise latent growth model. The Gyeonggi Education Panel Study with 3531 Korean students was used. Fixed mindset and school engagement were measured six times at 1‐year intervals. The average score of the 9th‐grade math, English, and Korean test scores were used as the outcome variable. The results showed that the fixed mindset slightly decreased during the elementary school period (4th–6th grade) but increased in the middle school (7th–9th grade). The initial level of fixed mindset negatively predicted academic achievement through the low initial level of behavior engagement (i.e., effort exerted, attention, and involvement in academics). The slope of a fixed mindset in the elementary school period did not influence academic achievement in the 9th grade. Conversely, the slope of a fixed mindset in the middle school period affected academic achievement through the slope of behavior engagement in the middle school period. The results indicated that trajectory patterns of fixed mindset were differentiated depending on the school level. An increase in students' fixed mindset in middle school plays a significant role in decreasing classroom engagement and academic achievement.

Although the role of school engagement in influencing children's academic competence has been recognized in past theory and research, how school engagement may mediate the relationships between ecological and personal resources and academic competence remains largely unknown. Using structural equation modeling procedures, the present study was aimed at examining the role of school engagement in mediating the associations between ecological and personal assets and academic competence. Data from 960 participants (45.6% boys) who took part in the Grades 5 and 6 assessments of the longitudinal, 4-H Study of Positive Youth Development were used. Evidence was found for a model positing two distinct school engagement components, Behavioral and Emotional, and for the role of these facets of school engagement in the relationships between developmental assets and later academic competence. Personal and ecological assets had indirect effects on later academic competence, via behavioral and emotional school engagement. Behavioral and emotional school engagement predicted academic competence differently. Emotional engagement was indirectly linked to academic competence, via behavioral engagement. Behavioral and emotional engagement also had different individual and contextual antecedents. Implications of the findings for evaluating the role of behavioral and/or emotional school engagement in academic competence and positive youth development are discussed.

Friends, academic achievement, and school engagement during adolescence: A social network approach to peer influence and selection effects

Basic psychological needs satisfaction at school, behavioral school engagement, and academic achievement: Longitudinal reciprocal relations among elementary school students

Students presenting oppositional behaviors often display lower behavioral and emotional engagement in class as compared to their peers. Moreover, children in general are known to be deeply affected by their relationships with teachers while in school. It is therefore possible that such relationships could also influence the engagement of students presenting higher levels of oppositional behavior. As a way of verifying this hypothesis, the present study investigated the contribution of students’ levels of oppositional behavior to their behavioral and emotional engagement in literacy. Furthermore, it examined whether these relationships were different for boys and girls, or changed as a function of two components of student-teacher relationships: closeness and conflict. Three hundred and eighty five third and fourth grade students and their teachers participated in the study. Two series of linear regressions were conducted. Findings indicate that students who presented higher levels of oppositional behavior showed lower behavioral engagement than their peers. Moreover, students who had close relationships with their teachers reported higher behavioral engagement. Although closeness in student-teacher relationships protected students from behavioral disengagement, students with higher oppositional behaviors were less protected than students who presented lower levels of oppositional difficulty. Having a warm relationship with a teacher was also more beneficial for the behavioral engagement of girls, whereas a high level of conflict between student and teacher was more harmful for the emotional engagement of boys. This was deemed to be true whether the boys or girls presented high levels of oppositional behavior or not. Overall, our findings highlight the importance of the student-teacher relationship in fostering all students’ engagement in school.

Classroom context and school engagement are significant predictors of academic achievement. These factors are especially important for academically at-risk students. Grounded in an ecological systems perspective, this study examined links between classroom context, school engagement, and academic achievement among early adolescents. We took a multidimensional approach to the measurement of classroom context and school engagement, incorporating both observational and self-reported assessments of various dimensions of classroom context (instruction quality, social/emotional climate, and student-teacher relationship) and school engagement (psychological and behavioral engagement). Using data from the NICHD Study of Early Child Care and Youth Development, we tested whether school engagement mediated the link between classroom context and academic achievement among 5th grade students, and whether these pathways were the same for students with previous achievement difficulties identified in 3rd grade. Participants included 1,014 children (50% female) in 5th grade (mean age=11). The majority of the participants were white (77%) and 23% were children of color. Results indicated that psychological and behavioral engagement mediated the link between classroom context and academic achievement for students without previous achievement difficulties. However, for students with previous achievement difficulties psychological and behavioral engagement did not mediate the link between classroom context and academic achievement. These results suggest that improving classroom quality may not be sufficient to improve student engagement and achievement for students with previous achievement difficulties. Additional strategies may be needed for these students.

The Elementary School Journal Volume 86, Number S O 1986 by The University of Chicago. All rights reserved. 0013-5984/86/8603-0002$01.00 Teachers have strong opinions about parent involvement. Some believe that they can be effective only if they obtain parental assistance on learning activities at home. Others believe that their professional status is in jeopardy if parents are involved in activities that are typically the teachers' responsibilities. The different philosophies and beliefs of teachers reflect the two main, opposing theories of school and family relations. One perspective emphasizes the inherent incompatibility, competition, and conflict between families and schools and supports the separation of the two institutions (Parsons, 1959; Waller, 1932; Weber, 1947). It assumes that school bureaucracies and family organizations are directed, respectively, by educators and parents, who can best fulfill their different goals, roles, and responsibilities independently. Thus, these distinct goals are achieved most efficiently and effectively when teachers maintain their professional, general standards and judgments about the children in their classrooms and when parents maintain their personal, particularistic standards and judgments about their children at home.

ObjectiveDrawing from the contextual model of family stress, social support and depressive symptoms were examined as two psychosocial factors that may link experiences of change and discontinuity common to military families to military adolescents' school success (i.e., academic achievement, school engagement, and homework commitment).BackgroundMany military adolescents experience frequent changes that create discontinuity (e.g., parental deployments, relocations) and can impact their school success. Research has not examined psychosocial factors as a possible mechanism explaining the link between family change and discontinuity and adolescents' school success.MethodA path model based on 821 military adolescents' responses examined how experiences of family discontinuity were associated with adolescents' psychosocial factors and, in turn, their school success after accounting for grade level, sex, and racial/ethnic minority status. Indirect effects between family discontinuity and school success were also evaluated.ResultsFor adolescents attending public school off the military installation, parental deployment was significantly associated with less social support, and recent relocation was significantly associated with elevated depressive symptoms. Both psychosocial factors were associated with adolescents' academic achievement, school engagement, and homework commitment.ImplicationsPrevention and intervention efforts directed at enhancing both social support and positive mental health are discussed at various systemic levels including families, schools, and communities.

The predictive influence of family, teachers, and peers on affective, cognitive, and behavioral school engagement in primary and secondary school students

The present longitudinal study examined how relationships with teachers and peers jointly shape the development of children's behavioral engagement in late elementary school. A sample of 586 children (46% boys; Mage = 9.26 years at Wave 1) was followed throughout Grades 4, 5, and 6. A multidimensional approach was adopted, distinguishing support and conflict as teacher-child relationship dimensions, and acceptance and popularity as peer relationship dimensions. Additive, moderation, and mediation models were tested. Latent growth curve modeling showed evidence for an additive model in which high initial and increasing levels of teacher support, and high initial levels of peer acceptance, independently reduce the normative declines in children's behavioral engagement. This implies that targeting only 1 relationship in intervention cannot compensate for negative aspects of the other relationship. Teacher conflict only predicted initial levels of behavioral engagement, whereas peer popularity did not predict behavioral engagement (not even in a subsample of children with relatively high levels of relational or physical aggression). However, cross-lagged panel mediation analyses revealed that children who were perceived as more popular in Grade 5 were less engaged in school in Grade 6. Practical implications of these findings are discussed. (PsycINFO Database Record