Levels Of School Engagement Research Articles

Brief report: The protective effects of school engagement for African American adolescent males.

This study examined whether school engagement was protective with regard to externalizing behaviors, gang involvement, sexual debut, and unsafe sexual behaviors among African American adolescent males. Self-administered surveys were administered to 219 male students from an urban Chicago high school. Controlling for age and socioeconomic status, higher school engagement levels were associated with lower rates of aggressive behaviors, lower levels of gang involvement, delay of sexual debut, and lower levels of unsafe sexual behaviors. Findings support the development of school-based interventions designed to promote student-teacher bonds, academic performance, and after-school activities for African American youth.

The Influence of Students School Engagement on Learning Achievement: A Structural Equation Modeling Analysis

It has been realized at present that students’ school engagement is a variable that plays an important role in promoting students’ learning and achievement. The present study aimed to examine the level of students’ school engagement, to test the fit of models of students’ school engagement, and to analyze the influence of students’ school engagement on their learning achievement by using SEM analysis. The research findings can be summarized as follows: The students had a high level of school engagement (M = 3.651). The school engagement model had a good fit to the data. All hypothesized paths were supported, all p<0.05, there was a direct and significant effect of school engagement on achievement, standardized estimate =0.360 (p<.05).

Got Health?: A Student-Led Inquiry Youth Engagement Project

Background: Schools can serve as a pillar for health promotion for children and youth; youth reporting high levels of school engagement and peer connectedness report improved health and decreased health risk behaviours. Students that have a negative school experience and feel alienated are more likely to engage in health risk behaviours. Thus, developing effective student-led inquiry health initiatives based on empowerment and engagement are important for the health of future generations. We examined a student-led inquiry initiative that was developed and piloted in one school district in British Columbia (BC), Canada called Got Health?. The purpose was to empower students to create change in their schools through developing and leading a school health project guided by the four pillars of the Comprehensive School Health model. Methods: 4 Elementary, 2 Middle, and 2 High Schools in 1 school district were engaged in the 2011-2012 school year. The project received funding from The District Health Promoting Schools and each school was supported by a small grant from the Directorate of Agencies for School Health (DASH) in BC. Each school identified a teacher champion and a team of students to lead the project. Semi-structured focus groups were used to collect qualitative data. A framework analysis approach was used to analyse the data. Results: Mirroring those found in the literature, major outcomes identified by the focus groups include: increased school connectedness, improved health awareness, and facilitation of student engagement. Conclusions: Our results suggest that student-led health promotion projects can make a positive contribution to both student engagement and school connection. Future research should implement more randomized comparison trials that include implementation information and process evaluation to move the field forward.

Cape Verdean Immigrants’ Career Development and School Engagement

This study examined the contribution of perceptions of discrimination, career planning, and vocational identity to the school engagement experiences of first- and second-generation immigrants among a sample of 125 Cape Verdean high school students. Perceived ethnic discrimination was found to moderate the association between both vocational factors and school engagement. Students who perceived high levels of discrimination and endorsed a strong vocational identity also endorsed high levels of school engagement. When endorsing high levels of career planning, individuals reporting different levels of perceived discrimination did not differ in school engagement. However, large differences in school engagement were noted at low levels of career planning, with individuals reporting low levels of perceived discrimination endorsing higher engagement in school than those who perceived higher levels of discrimination. The findings highlight the importance of considering perceptions of ethnic discrimination as one explores the academic and vocational functioning of immigrant students of color.

Academic engagement and performance: Estimating the impact of out-of-home care for maltreated children

Using data from the National Survey of Child and Adolescent Well-being II, the authors examined whether being placed in foster care was associated with school engagement and performance. The authors used propensity score matching to compare children who had similar demographic characteristics, maltreatment histories, and prior levels of school engagement. Children who were in foster care at wave 2 were found to have higher levels of cognitive engagement in school compared to children who were maltreated but never removed from their homes. It is recommended that children who are maltreated but remain in their familial home receive additional intervention related to their educational engagement.

Improving Middle School Student Engagement Through Career-Relevant Instruction in the Core Curriculum

ABSTRACT The authors assessed the effect of career-relevant instruction on school valuing and engagement of middle school students in a southern U.S. school district. Previous research and theory indicate students learn best when new knowledge is provided within the context of information students consider to be of value. The data come from a school-based randomized trial of the CareerStart intervention that was introduced in 7 of 14 middle schools, and include the initial 3 years of data for 3,493 students. The authors examined the effect of the CareerStart intervention and student-reported career-relevant instruction on psychosocial measures of school engagement and school valuing. After controlling for previous school engagement, demographic, socioeconomic, and academic factors, the analysis confirms that students in the treatment schools reported significantly higher levels of school valuing than students in the control schools, and students reporting greater career-relevant instruction indicated significantly higher levels of school engagement and valuing.

Development of School Engagement in Association With Academic Success and Well-Being in Varying Social Contexts

This review examines the development of students’ engagement with school and how it may contribute to future academic success and individual well-being in different social contexts. The review discusses the two main approaches of school engagement research: one examines students’ behavioral, cognitive, and affective engagement (North American approach), while the other examines study-related vigor, absorption, and dedication (European approach). This research shows that a high level of school engagement is positively associated with academic success, and negatively associated with students’ ill-being, such as depressive symptoms and burnout. High engagement with school also fosters several aspects of students’ well-being, such as positive emotions and life satisfaction. Moreover, several contextual factors, including parental affect, teachers’ support, and a mastery-oriented atmosphere in the classroom, promote students’ engagement with school.

The Moderating Effect of School Type on the Relationship between School-Based Health Centers and the Learning Environment

School-Based Health Centers (SBHCs) have improved access to primary and preventive health care for underserved children and youth by bringing comprehensive health services into the schools while addressing critical health problems that make it difficult for students to learn. Despite the findings on the positive effects of SBHCs on health outcomes, the literature investigating the relationship between SBHCs and the learning environment is scant. This study utilizes a quasi experimental study to investigate the moderating effects of school type on the relationship between school based health centers and the learning environment. Findings indicate that SBHCs in middle and elementary schools are associated with greater levels of school engagement and satisfaction with the learning environment than those in high schools.

Mentoring to reproduce or change discourse in schools

PurposeThe purpose of this paper is to share findings from a Master's study exploring teacher professional learning needs with the purpose of elucidating the needs of teachers, and mentor teachers, within the school cultural context in the Republic of Ireland. This study coincides with a relentless neo‐liberal drive to outsource most of what was traditionally seen as state investment across all public services, including education.Design/methodology/approachThe research methodology is a small scale qualitative research study exploring the perceptions of experienced teachers in two secondary schools. It examines the conditions which may account for different levels of engagement in this regard.FindingsThe key findings show very different levels of engagement in school based teacher professional learning in the two secondary schools.Research limitations/implicationsThese findings have serious implications for the type of whole school mentoring that needs to be offered within schools at a time when policymakers are mandating teacher professional learning and requiring the development of critical reasoning capacities for all pupils in a global knowledge world.Originality/valueThis study is concerned with the readiness of the experienced teacher to mentor beginning teachers, and student teachers, in ways that value co‐inquiry, care, agency and critical thinking within the ecology of a whole school environment. Mentoring has become a popular construct in everyday usage. The originality of this research lies in the use of productive mentoring as a framework developed by the authors and under continual interrogation.

The Mediating Effect of School Engagement in the Relationship between Youth Maltreatment and Juvenile Delinquency

Research consistently demonstrates that youths who experience maltreatment are at greater risk for committing delinquent behavior. Yet little is known about how to disrupt this maltreatment–delinquency relationship. Life course theory suggests that youths who bond with prosocial individuals and traditional institutions subscribe to prosocial norms that consequently prohibit deviant behavior. This study examines whether a prosocial bond—school engagement—helps to explain the link between maltreatment and delinquency. Using a national sample of youths involved in the child welfare system (N = 1,179), this study uses latent growth curve modeling to investigate the mediating effects of school engagement in the relationship between maltreatment and delinquency. Findings indicate that youths' level of school engagement does explain the effects of maltreatment on initial delinquency such that youths at greater risk of maltreatment are more disengaged at school and youths less engaged at school reported higher rates of delinquency. Practical strategies to engage maltreated youths in school—including interventions at the individual, classroom, and school level—are proposed.

Do girls and boys perceive themselves as equally engaged in school? The results of an international study from 12 countries

This study examined gender differences in student engagement and academic performance in school. Participants included 3420 students (7th, 8th, and 9th graders) from Austria, Canada, China, Cyprus, Estonia, Greece, Malta, Portugal, Romania, South Korea, the United Kingdom, and the United States. The results indicated that, compared to boys, girls reported higher levels of engagement in school and were rated higher by their teachers in academic performance. Student engagement accounted for gender differences in academic performance, but gender did not moderate the associations among student engagement, academic performance, or contextual supports. Analysis of multiple-group structural equation modeling revealed that perceptions of teacher support and parent support, but not peer support, were related indirectly to academic performance through student engagement. This partial mediation model was invariant across gender. The findings from this study enhance the understanding about the contextual and personal factors associated with girls' and boys' academic performance around the world.

Children's human rights education as a counter to social disadvantage: a case study from England

Background: Children's rights education in schools has many social and educational benefits. Among them are a deeper understanding of rights and social responsibility, an improved school climate, and greater school engagement and achievement. Purpose: The purpose of this study was to assess whether children's rights education has the power to improve educational outcomes for socially disadvantaged children in particular. Sample: A sample of three primary schools was included in the study. These were drawn from a wider sample of English schools participating in the Hampshire Education Local Authority's Rights, Respect and Responsibility initiative (RRR). Design and methods: Building on a longitudinal study, we compared Year 6 children in three schools that varied in the degree to which they had implemented RRR: one in a disadvantaged area that has fully implemented RRR (School 1); one in a disadvantaged area that is now beginning to implement RRR (School 2); and another in a relatively advantaged area that has partially implemented RRR (School 3). We assessed levels of school engagement, optimism, self-concept, parental involvement, school problems, education and career aspirations, and participation in school and community. Results: Compared with their peers in the other two schools, students attending School 1 reported significantly higher levels of school engagement, fewer social problems, greater optimism and higher self-concepts. Conclusions: The findings reported here, together with previous data, suggest that fully implemented children's human rights education, among its other benefits, may be one means of narrowing the gap between socially disadvantaged children and their more advantaged peers.

The Characteristics and Well‐Being of Adopted Stepchildren

This study draws upon 22,680 children from the 2002 National Survey of America's Families to investigate the demographic and family characteristics and well‐being of stepchildren who have been adopted by a stepparent (n = 140) relative to children with 2 biological parents, children with 2 adoptive parents, and children with 1 biological parent and 1 nonadoptive stepparent. Five percent of all stepchildren and one quarter of all adopted children have been adopted by a stepparent. How the characteristics of adopted stepchildren compare to those of other children depends on the child's age—whereas younger adopted stepchildren are most similar to children with 2 biological parents, older adopted stepchildren are most similar to nonadopted stepchildren. Adopted stepchildren of all ages have significantly more behavior and emotional problems than children with 2 biological parents, but have similar levels of school engagement. There were no significant differences between children with 2 adoptive parents, nonadopted stepchildren, and adopted stepchildren on any measure of well‐being regardless of the child's age. Implications for practice and policy include increasing awareness of adopted stepchildren and paying greater attention to the legal context under which stepchildren are adopted.

Gender-Typed Behaviors and School Adjustment

This study investigates whether gender-typed behaviors are associated with two aspects of school adjustment—engagement and attachment. The analysis uses a nationally representative sample of middle and high school students in US schools in 1995 (n = 6,349 girls and 5,954 boys). Ordinary least square models show that both boys and girls with extremely gender-typed behaviors report lower levels of school engagement and attachment than gender-typical peers, consistent with previous research that documented adjustment problems linked to hypergender. Among boys but not among girls, gender-atypical students report lower levels of engagement and attachment than gender-typical peers, indicating stigma attached to boys’ feminine behaviors at school. Interpersonal problems with peers and teachers explain large portions of these group differences.

Adolescents’ Self-Concordance, School Engagement, and Burnout Predict Their Educational Trajectories 1This paper is part of a series on “Youth Development in Europe: Transitions and Identities” that will appear in the European Psychologist throughout 2008 and 2009. Taken together, the papers aim to make a conceptual contribution to the increasingly important area of youth development, especially within the context of an

This study investigated whether self-concordance of adolescents’ achievement-related goal predicts their school engagement and lack of burnout during upper secondary school as well as their subsequent educational trajectories. We also examined whether goal effort and progress mediate these associations. The sample consisted of 614 17-year-old upper secondary school students, who were surveyed three times: (1) in the second grade of upper secondary, (2) in the third grade of upper secondary school, and (3) one year later. The results showed that when adolescents pursued their achievement-related goal for internal reasons, they also invested effort in their goal, which was reflected in a high level of goal progress. Among girls, goal progress predicted a high level of school engagement during upper secondary school and, subsequently, success in the educational transition after upper secondary school, whereas low goal progress was related to school burnout, which in turn was reflected later on in delay in studies and low educational aspirations.

School Engagement Among Urban Adolescents of Color: Does Perception of Social Support and Neighborhood Safety Really Matter?

In this study we examined the effects of risk factors (perceived neighborhood crime/delinquency problems, neighborhood incivilities) and protective factors (teacher support, family support, peer support) on the school engagement of 123 urban adolescents of color. Age and gender were also examined to determine if different ages (younger or older) or genders (male or female) significantly modified the relationship between the risk factors and school engagement. Results indicated that perceived neighborhood incivilities was uniquely predictive of school engagement. Contrary to hypotheses, different levels of the perceived social support variables did not modify the effects of risky neighborhood conditions on adolescent's perceived school engagement. Age, but not gender, significantly modified the relationship between perceived family social support and perceived neighborhood crime on adolescents' reported levels of school engagement. The implications of the results for prevention and intervention programs that address school engagement among early adolescents of color are considered.

School Engagement Trajectories and Their Differential Predictive Relations to Dropout

Although most theories draw upon the construct of school engagement in their conceptualization of the dropout process, research addressing its hypothesized prospective relation with dropout remains scarce and does not account for the academic and social heterogeneity of students who leave school prematurely. This study explores the reality of different life‐course pathways of school engagement and their predictive relations to dropout. Using an accelerated longitudinal design, we used growth mixture modeling to generate seven distinct trajectories of school engagement with 12‐ to 16‐year‐old students (N = 13,300). A vast majority of students were classified into three stable trajectories, distinguishing themselves at moderate to very high levels of school engagement. We refer to these as developmentally normative pathways in light of their frequent occurrence and stability. Although regrouping only one‐tenth of participants, four other nonnormative (or unexpected pathways) accounted for the vast majority of dropouts. Dropout risk was closely linked with unstable pathways of school engagement. We conclude by debating the delicate investment balance between universal strategies and more selective and differentiated strategies to prevent dropout. We also discuss the need to better understand why, within normative trajectories, some students with high levels of school engagement drop out of school.

Residential Mobility and Attempted Suicide Among Adolescents: An Individual-Level Analysis

Building on the Durkheimian legacy's emphasis on social integration as a determinant of suicidal behavior, many macrolevel studies have observed an association between aggregate rates of geographical mobility and suicide, but little research has explored this connection at the individual level. We use data from 9,594 respondents who participated in two waves of the National Longitudinal Study of Adolescent Health to examine the effect of recent residential mobility on attempted suicide one year later and to explore the mechanisms that potentially transmit this effect. We find that among adolescent girls, recent movers are about 60 percent more likely than nonmovers to report having attempted suicide during the following year and that this difference cannot be readily explained by mover versus nonmover differences in preexisting demographic and family background characteristics. Some of the apparent effect of residential mobility on females' risk of attempting suicide operates through higher rates of victimization and delinquency, lower levels of school attachment, higher rates of social isolation, and a tendency for movers to associate with peers who exhibit delinquent behaviors and who themselves have attempted suicide. In contrast, we find no evidence that mobile female adolescents' deficit of parental social capital or lower levels of school engagement can account for the difference in attempted suicide risk between movers and nonmovers. We also find that residential mobility is not significantly associated with suicide attempts among adolescent males.

Self‐efficacy, goal orientation, and fear of failure as predictors of school engagement in high school students

AbstractLack of school engagement among adolescents in this country remains a problem that can have very serious consequences including increased risk for school dropout, substance use, teenage pregnancy, and criminal activity. Clearly, identification of psychological variables (self‐variables) of individuals that facilitate or hinder adolescents' levels of school engagement would contribute greatly to the understanding of how to increase adolescents' psychological well‐being and their achievement motivation and associated school engagement. The present study examined the degree of association of three specific self‐variables (self‐efficacy, goal orientation, and fear of failure) with school engagement for high school students. The results and implications for intervention and future research are addressed. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 417–427, 2003.

Promoting Student Engagement with School using the Check &amp; Connect Model

Enhancing coping skills of students at high risk of school dropout is critical, particularly when school demands increase. The data-based Check &amp; Connect school engagement model, originally designed to reduce the risk for dropping out among secondary/middle school youth with learning and emotional/behavioural disabilities, is described. Also described in this article are the students' patterns of school engagement over time, for whom national US statistics indicate only 42 per cent to 61 per cent typically complete high school. Results indicate that the levels of school engagement vary and change over time, among these high risk adolescents, supporting the importance of focusing on alterable indicators of risk, rather than status predictor variables. Furthermore, students' risk for disengagement from school was significantly lower for the youth who received sustained intervention throughout grade nine, compared to similar youth who received intervention support throughout grade eight.