School social organization influences adolescents' cognitive engagement with school: The role of school support for learning and of autonomy support

Abstract

School-effects research has provided insights into what schools can do to keep their students engaged. Further studies with a multidimensional perspective of engagement are required to elucidate the precise roles of different features of school social organization in promoting different dimensions of engagement. This longitudinal study examined the influences of social support from teachers and peers, as well as autonomy support, on students' trajectories of cognitive engagement. The sample (n = 2646) included two cohorts of students who attended the same schools (n = 70) across two academic years: between 7th and 8th, and 10th to 11th grades. Given the multilevel nature of our research question, we used Hierarchical Linear Modeling (HLM) methods. Cognitive engagement declined over time. This decline was less pronounced in schools where social support from peers and autonomy support were more prevalent. These findings are important because they imply schools can lessen their students' declining cognitive engagement by promoting social support and autonomy support.