Abstract
Throughout Indonesia, at all levels of higher education and schools, an increased rate of boredom, dropout risk, decreased involvement and low academic achievement is directly related to low school engagement. The Education of Islamic School (Pesantren) is known as one of the highest risks of disengages. The 2015 PISA study results for engagement and motivation in learning ranked Indonesia in the 62nd position out of a possible 70. Thus, Indonesia is perceived as having a low level of learning engagement. This study examines the effect of self-efficacy, self-concept, and social support regarding school engagement. The study sample included 213 Senior High School students from the Assa'adah Islamic Boarding School (Pesantren). The sample was taken using a simple random sampling technique. Multiple regression analysis was used to analyze the data. Study results show that there is a significantly positive effect when self-efficacy, self-concept, and social support are able to influence school engagement. The significant variance in the proportion of school engagement was 97.9% for all independent variables and the rest was explained by the residual. The Results for minor hypotheses shows that eight variables significantly affected school engagement namely initiative, persistence, effort, self-evaluation, attachment, guidance, a reassurance of worth and social integration. Other variables had no significant effect on school engagement.
Highlights
Student engagement is compulsory in the learning process[1]
Several studies have suggested that social support has an influence on school engagement, one of the studies conducted by Wang and Eccles (2010) to 1,792 secondary school sample, this research is aimed for identifying the effect of social support on the three dimensions of school engagement in the middle to upper secondary level, the results of their research noted that students who have high social support tend to have good adaptation and high achievement motivation, social support which is derived from teachers can foster feelings of love to school and improve achievement[17], while students who have positive social support of peers have a high degree of engagement both emotion and behavior[18]
From the result of multiple regressions analysis obtained R-Square equal to 0.979 or 97.9% means that the proportion of variance from school engagement explained by all independent variable is 97.9% while the remaining 2.1% is influenced by other variables not included in this research
Summary
Student engagement is compulsory in the learning process[1]. Students, who have high engagement in school, will feel more comfortable and eager when participating in various learning activities. A number of studies have shown a positive relationship between student engagement and academic success [1]. Students who engage in learning activities, especially in the classroom, are much more likely to have better achievement results compared to students, who are not involved with the activity [2]. Furrer and Skinner (2003) added that school engagement is a plausible predictor of long-term academic achievement and for completion of study. The level of engagement or involvement of learning becomes one of non-academic factors that can affect the success of learning [3]
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