Abstract
The study aimed to examine the effect of school-based social support, specifically the integrated peer and teacher support on the learning engagement of ethnic minority high school students in China. Researchers designed a customized reading program to incorporate peer and teacher support through collaborative learning and dual-teacher classroom mechanisms. The intervention groups involve 192 first year high school students in an underdeveloped area in Yunnan province. Learning engagement was measured using a self-report interview and observation field note during the intervention. Results showed that the school-based social support has effectively promoted the student’s self-confidence, learning motivation, self-identity, and develop a positive learning environment. These findings suggest that school-based social support can be a productive way to improve learning engagement among ethnic minority high school students in China. Implications for education practice and future research are discussed.
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