Influence of The Teacher-student Relationship and School Participation on the Engagement of Adolescent Students with and Without Autism Spectrum Disorder

The aim of this study is to determine the effect of participation in school sports teams of students studying in middle school on their levels of school engagement. The relational screening model was used in the study. The study group of the research consisted of a total of 610 students selected by the random sampling method and studying at middle school level (fifth, sixth, seventh, and eighth grades). For analysis of the data obtained from the participants by means of the ‘School Engagement Scale’, descriptive statistics were calculated and interpreted with independent samples t-test and one-way analysis of variance (ANOVA). Based on the research findings, the mean level of school engagement of the participants was found to be 3.62 ± 0.51. In terms of the gender variable, a significant difference in favour of female participants was found. With respect to another variable, that of state of participation in school teams, it was determined that as length of participation in school teams increased, mean level of school engagement of the participants also increased. In conclusion, it was determined that participation in school teams made a positive contribution to students’ engagement in school, and it is recommended that in order to further increase students’ level of school engagement, measures should be taken to ensure students’ participation in school teams.

In this study, the mediating and moderating role of Facebook addiction in the relationship between school burnout, and school engagement was investigated. The study group comprised of 283 students continuing to 6th, 7th, 8th and 9th grades. The data were collected by School Burnout Inventory, School Engagement Scale and Facebook Addiction Scale. As a result of the correlation analysis, a significant positive correlation was found between school burnout and Facebook addiction. Also, school engagement was negatively related to school burnout and Facebook addiction. The structural equation model findings indicated that Facebook addiction had a partial mediating role between school burnout and school engagement. The results of the bootstrap analysis supported the significance of the partial mediating role. Besides, as a result of the regression analysis, it was found that Facebook addiction had a differentiating role in the relationship between burnout and school engagement. Research findings are discussed in light of the literature. It is recommended to carry out studies to prevent social media addiction and to enhance conscious technology use. These studies are considered to contribute to reduce school burnout of the students and increase their school engagement.

Le soutien social perçu comme facteur protecteur du bien-être en contexte scolaire : son influence sur la mobilisation scolaire d’adolescents scolarisés en classe de troisième

OBJECTIVES School engagement predicts high school graduation and improved health in adolescence and beyond. We examine associations between school engagement and social network characteristics during the transition to high school. METHODS We secondarily analyzed data from a trial of a college readiness program across five high schools in Southern California. Participants completed baseline (end of 8th/beginning of 9th grade) and follow-up (end of 9th grade) surveys. Surveys assessed participants’ social network composition (relationship type, supportiveness, peer behaviors) and structure (network size, betweenness centrality, density) and school engagement. Linear mixed-effects models examined associations of baseline network characteristics with concurrent (baseline) and future (follow-up) school engagement. RESULTS Participants (n=431) were predominantly Latino (82.8%). In-network teachers were inversely associated with concurrent school engagement (β=-1.16, p=0.02) but positively associated with future school engagement (β=1.12, p=0.02). In-network sources of support were positively associated with concurrent (β=0.21, p=0.02) and future (β=0.29, p=0.001) school engagement. In-network peer behaviors including thinking it is important to do well in school (β=0.54, p=0.03) and attend class (β=0.47, p=0.03), not getting in trouble at school (β=-0.56, p<0.001), and being highly school engaged (β=0.24, p=0.01) were associated with concurrent school engagement. Greater peer network density was associated with lower concurrent school engagement (β=-0.37, p=0.02). CONCLUSIONS Building connections to supportive peers and adults may enhance adolescents’ school engagement. Like other adolescent health behaviors, school engagement may be influenced by the behaviors of peers in adolescents’ social circles. Interventions that target multiple social network-mediated behaviors may be particularly beneficial to adolescent health and education.

As students' engagement is a crucial component of their learning process, it is important to understand the factors that influence it. The COVID-19 pandemic has caused prolonged school closures and a shift to online learning, leading to learning loss. Student temperament and teacher-student relationships have been identified as two key factors that affect the quality of student engagement. This research aimed to examine the relationship between student temperament, teacher-student relationships, and student engagement in primary schools. The study employed a quantitative approach, using three questionnaires to collect data from 351 lower primary students selected through random sampling techniques. The analysis results showed that the respondents demonstrated moderate level of overall student temperament and high level of teacher-student relationship. The study results showed a weak positive correlation between student temperament and student engagement (r = 0.243, p < 0.01). Meanwhile, the study found a strong positive correlation between teacher-student relationship and student engagement (r = 0.740, p < 0.01). The findings indicate that teacher-student relationship is a much stronger predictor of student engagement in primary school, as compared to student temperament. One of the key implications of this study is that teachers can now better understand the significance of building positive teacher-student relationship in increasing the level of quality student engagement in schools.

The teacher-student relationship (TSR) is an important factor for promoting academic success. Even though students with autism spectrum disorder (ASD) experience more educational difficulties, the TSR in ASD students has been understudied, and there is a significant empirical gap in the perception that ASD adolescent students themselves have of their relationships with their teachers. The present study followed a non-experimental, correlational, cross-sectional and comparative design to analyze the TSR in ASD adolescents in comparison to the TSR of their typically developing (TD) peers. Sixty-four students (33 females, 31 males) who were in their first year of secondary school ( participated in the study. 32 of them had ASD and 32 had TD. The TSR subscale of the SEI was applied (Appleton et al., 2006). The results show significant interaction effects between student condition and gender, where female ASD students reported a worse relationship than their male ASD peers. These findings differ from existing research indicating that ASD students experience worse TSR and that female students experience better relationships than male students. The important role of the existing school integration program in Chilean schools, and guidelines for future research to explain the gender differences found in this study are discussed.

The editorial board announced that this article has been retracted on August 31, 2023. If you have any further question, please contact us at: jel@ccsenet.org

This longitudinal study examines the role of psychological control on adolescents' school engagement over time, addressing the critical role of parental influence in shaping students' academic experiences. The research, conducted in Italy with 100 adolescents aged 13-18, employs the Self-Determination Theory framework to explore the relationships between psychological control and school engagement. Findings reveal that parental psychological control at Time 1 is negatively associated with school engagement at Time 2. Using a cross-lagged model, the study reveals a long-term effect of psychological control on student school engagement, consistent with existing literature. The results emphasize the detri-mental impact of parental psychological control on adolescents' engagement and highlight the importance of autonomy-supportive parenting practices for fostering students' academic success and psychological well-being. This study contributes to the understanding of pa-rental influences on school engagement and emphasizes the need for interventions and sup-port systems that promote positive parental involvement in adolescents' educational devel-opment.

According to ecological system theory, both the microsystem environment (home environment) and the more macrolevel environment (provincial environment) influence school engagement in adolescents. This study tests an ecological model of adolescents’ school engagement with 19,084 middle school students across 31 provincial-level regions in China. Multilevel modeling is used to predict adolescents’ school engagement (behavior, emotion, and cognition) at two levels, individual [gender and family socioeconomic status (SES)] and provincial (economy, public cultural facilities, technological industry and education). The school engagement of students varies significantly across provincial-level regions. SES positively affects the school engagement of students. Students benefit from the provincial environment when the economy is booming, public cultural facilities are adequate and education is flourishing. The development of the technology industry fails to boost students’ school engagement. Limitations and future directions are discussed.

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.

Contemporary educational research has found that student engagement and disengagement have a relevant influence on learning outcomes. However, research on the influence of teacher–student relationships in the engagement of students with special educational needs (SEN) is scarce. The purpose of this study is to analyze the impact of teacher–student relationships, peer support at school, family support for learning, opportunities to participate at school, and SEN on engagement and disengagement of students using a sample of secondary students with SEN and typical development (TD). Through a non-experimental, correlational, and cross-sectional design, we evaluated 1,020 high school students (340 with SEN and 680 with TD) in the 9th grade (13–19 years old, M = 14.8; SD = 0.89). Teacher–student relationships, peer support at school, and family support for learning were assessed via subscales from the Student Engagement Inventory (SEI), opportunities to participate at school were measured with a subscale of the School Participation Questionnaire (SP), whereas engagement and disengagement were measured using the Multidimensional Scale of School Engagement (MSSE). Results show significant statistical differences between SEN and TD students in both student engagement and disengagement indicators. Engagement of SEN students is higher in the cognitive, emotional, and social dimensions than that of TD students. However, they also have higher disengagement in the cognitive and behavioral dimensions. Furthermore, SEN students rate their relationships with teachers more highly and perceive more opportunities for school participation than their peers. Further analyses show that teacher–student relationships are positively associated with all dimensions of student engagement and inversely with behavioral and cognitive disengagement. Although correlational, the findings suggest teacher–student relationships and school participation opportunities could be important variables for diminishing disengagement and its negative consequences for both SEN and TD students, while improving student engagement. We discuss these results considering possible implications for educational policies, practices, and research.

Autism spectrum disorder (ASD) and social pragmatic communication disorder (SPCD) are two neurodevelopmental disorders with many similarities in affected individuals' impairments in social-communicative and pragmatic development. A central question pertaining to their differentiation concerns whether the distinction is truly qualitative or, instead, quantitative in nature, and indeed, defining the boundary between SPCD and ASD with IQ in the normal range often presents differential-diagnostic difficulties. While deficits in the comprehension of certain linguistically systematic implicit verbal meanings have been targeted by experimental research in ASD, to date they have not been investigated in controlled experiments in SPCD. The empirical objectives of our study are twofold. First, it is explored whether the comprehension of a set of highly systematic, grammaticalized implicit meanings is impaired in ASD and SPCD children compared to their typically developing (TD) peers, and whether ASD and SPCD children differ from each other in accessing these verbal meanings. Second, it is investigated whether receptive grammatical competence and first-order ToM abilities are associated with children's performance in any way and whether there is a difference in this regard between the ASD and the SPCD group. Our main experiment, using a sentence-picture verification task, tested the comprehension of highly systematic implicit verbal meanings, including grammaticalized implicatures, presuppositions, and entailments. The experiment was complemented with a false-belief (ToM) task and a test of receptive grammar, among other measures. Seventy-one 4-to-9-year-old children participated in the study (ASD: n=19, SPCD: n=13, TD controls: n=39). While both children with SPCD and children with ASD performed significantly more poorly than the TD group, only the comprehension profile of the SPCD group differed significantly from that of the TD group. Importantly, while ASDs' performance exhibited an association with their ToM results, the performance of SPCDs showed a correlation with their receptive grammar skills. By contrast, the performance of TDs correlated with neither. These findings reveal potential divergences in the cognitive developmental mechanisms that underlie the semantic-pragmatic difficulties in the two clinical groups, suggesting that the communicative impairments in ASD and in SPCD differ qualitatively, rather than quantitatively. Specific implications for theories of pragmatic impairments in ASD and in SPCD are discussed. What is already known on the subject Linguistically systematic implicit meanings are understudied both in ASD and in SPCD. Within this domain of verbal meaning, the majority of relevant experimental work on ASD, concentrated on generalized (mostly: scalar) implicatures, has yielded somewhat divergent results, while the comprehension difficulties in SPCD have remained barely charted territory. Linguistically more highly conventionalized implicit verbal meanings have not been experimentally investigated in either neurodevelopmental disorder. What this study adds A primary finding of our study is that although both the SPCD and the ASD group show significant deficit in the comprehension of highly conventional, grammaticalized implicit meanings, SPCD children may diverge more in their comprehension profile from their TD peers than ASD children. Another key result is that the comprehension of grammaticalized implicit meanings is linked with different cognitive functions in ASD and in SPCD. While comprehension performance is associated with ToM in ASD but not in SPCD or in TD, it is correlated with receptive grammar skills in SPCD but not in ASD or in TD. Clinical implications of this study These findings provide potential support for the hypothesis that the difference between ASD and SPCD is qualitative rather than quantitative in nature, thereby casting doubt on the conception that pragmatic limitations in SPCD are to be approached as a less severe form of similar deficits in ASD. Uncovering differences in the underlying cognitive sources and in the comprehension deficits of children with ASD and SPCD are critical for the improvement of the accuracy of SPCD children's early diagnosis and timely therapeutic intervention.

ABSTRACTThis study investigated the relationships between school resilience strength, cognitive flexibility, emotion regulation, and school engagement in high school students. A hypothetical model test was conducted for this purpose. This study was designed according to a predictive correlational model. Through convenience sampling, this study collected data from 456 (58.6% females; mean age = 16.04, SD = 1.154) high school students (studying in Ankara province. The school resilience scale, cognitive flexibility scale, emotional regulation scale for adolescents, and school engagement scale were used. The relationships between the variables were examined by testing the theoretical serial mediation model. The study showed that emotion regulation and school resilience had multiple serial mediating roles in cognitive flexibility and school engagement. Another finding was that cognitive flexibility predicts emotion regulation, emotion regulation predicts school resilience, and school resilience predicts school engagement. This study revealed that factors such as cognitive flexibility and emotional regulation affect high school students’ ability to recover at school and their school engagement regardless of the school climate. It also shows how emotion regulation and school resilience mediate the relationship between cognitive flexibility and school engagement. Mental health professionals such as school counselors and psychologists can focus on emotion regulation and cognitive flexibility to develop school resilience and school engagement in student clients. In addition, more studies can be conducted on the extent to which both individual factors and environmental factors such as school climate simultaneously affect school engagement.

This systematic review examined multiple indicators of adolescent students’ engagement in school, and the indicators’ associations with teacher–student relationships (TSRs). Seven psychology, education, and social sciences databases were systematically searched. From this search, 46 published studies (13 longitudinal) were included for detailed analysis. Cross-sectional studies showed better quality TSRs were associated with enhanced engagement in school. These associations with TSRs were demonstrated among multiple indicators of student engagement (i.e., psychological engagement, academic grades, school attendance, disruptive behaviors, suspension, and dropout). Similar associations were found in longitudinal studies. Longitudinal and cross-sectional associations remained when covariates from the individual, family, school, and teacher contexts known to influence student engagement were controlled for. TSRs were shown to have an important but not exclusive role in their association with a comprehensive range of indicators of student engagement.

School engagement and mental health are frequently linked, but within-person associations over time are largely unstudied. Emerging statistical techniques can better gauge how longitudinal changes in school engagement or mental health influence individual-level outcomes. Two cohorts of students (recruited in 2017 or 2018) in 5 Los Angeles high schools completed baseline surveys at the high school transition and 3 annual follow-up surveys through 11th grade. Random-intercept cross-lagged panel models explored the strength and directionality of associations between school engagement (Student Engagement Instrument) and mental health (Mental Health Inventory). Among 431 participants, we observed between-person and within-person correlations between school engagement and mental health. Autoregressive effects of school engagement and mental health on future levels of these variables were identified, with more consistent effects in late high school. A single cross-lagged effect from mental health to school engagement across the high school transition was identified. Decreased school engagement may signal corresponding cross-sectional changes in mental health, presenting opportunities for monitoring and intervention. Changes in school engagement or mental health may influence later within-person changes in these constructs, but associations are likely weaker and less consistent than previously assumed based on techniques that conflate between-person and within-person effects. This study assesses bidirectional and longitudinal relationships between school engagement and mental health among rising high school students. Both school engagement and mental health impacted future levels of these variables with stronger effects observed in the later high school years. Relationships between school engagement and mental health were less frequently observed than in prior studies, with an effect of mental health on future school engagement seen only across the high school transition. Interventions that promote both school engagement and mental health may be particularly beneficial, and the high school transition may be a promising time to leverage these.