Student Engagement In School Research Articles

School Engagement Measure Instrument Adaptation

School engagement is a multidimensional construct that refers to student involvement in schools in three dimensions, namely involvement in behavioral, emotional and cognitive aspects. School Engagement Measure is an instrument to measure student engagement in schools that has been widely used in various countries. In order to use the instrument in a culturally different way, an adaptation process is needed so that the adapted instrument is valid and reliable. The purpose of this study was to obtain a standardized version of the School Engagement Measure in Indonesia. The International Test Commission Guidelines (2017) were used in the adaptation process. Based on the results of the CFA analysis using the JASP 0.15.0.0 program, it can be concluded that the overall School Engagement Measure model with indicators consisting of three dimensions, namely behavioral engagement, Emotional engagement and cognitive engagement, has a good fit model. The null hypothesis means that the SEM model is acceptable. This explains that the resulting model can describe the actual conditions.

Extracurricular Music Activities in School and School Engagement: Students’ and Teachers’ Perspectives

Music and the arts are of growing interest in promoting success in school and psychological development of young people in general. However, there are few studies focused on the relationship between music and, more specifically on school engagement of vulnerable students. Thus, this exploratory study aims to understand the perceived impact of student participation in a school percussion group on school engagement. The research followed a qualitative methodology through individual semi-structured interviews. Six pupils aged between eleven and fifteen, two teachers of these pupils and two of the percussion group facilitators took part in the study. The results reveal a positive impact perceived by the participants arising from participation in the percussion group, with emphasis on the behavioural dimension of school engagement. Considering the relation between school engagement and learning processes, promoting school engagement through musical activities could be an innovative strategy to promote school success.

Growing Our Own Rural, Remote and Aboriginal Health Workforce: Contributions made, approaches taken and lessons learnt by three rural Australian academic health departments.

This paper describes the investments made, approaches taken and lessons learnt by three rural Australian academic health departments engaged in the delivery of the Health Career Academy Program (HCAP). The program seeks to address the under-representation of rural, remote and Aboriginal populations within Australia's health workforce. Significant resources are directed towards rural practice exposure for metropolitan health students to address workforce shortages. Fewer resources are directed towards health career strategies that focus on the earlier engagement of rural, remote and Aboriginal secondary school students, those in Years 7-10. Best practice career development principles highlight the importance of earlier engagement in the promotion of health career aspirations and in influencing secondary school student career intentions and uptake of health professions. This paper describes: delivery contexts; the theory and evidence that has informed the HCAP; program design, adaptability and scalability; program focus on priming the rural health career pipeline; program alignment to best practice career development principles; enablers and barriers confronted in program delivery, and lessons learnt to inform rural health workforce policy and resourcing. There is a need to invest in programs that seek to attract rural, remote and Aboriginal secondary school students to health professions if Australia is to develop a sustainable rural health workforce. A failure to invest earlier undermines opportunities to engage diverse and aspiring youth in Australia's health workforce. Program contributions, approaches and lessons learnt can inform the work of other agencies seeking to include these populations in health career initiatives.

Upper Class Elementary School Student Engagement in Math Subject Merdeka Curricula: Post Covid Study Case in Jakarta Province Indonesia

The Merdeka Curriculum is a new paradigm curriculum launched in 2020 by the Minister of Education of the Republic of Indonesia. The study aimed to measure post-covid 19 high school students in mathematics in Jakarta Province, Indonesia. This study examined the four dimensions of the student engagement instrument (SEI) and was validated using confirmatory factor analysis/CFA through a structural equation model (SEM). This type of research is quantitative. The quantitative method used is proportional sampling, with 503 samples spread over 5 (five) regions. The data collection method uses a survey. The instrument used in collecting data is a questionnaire. Data analysis techniques using qualitative and quantitative descriptive analysis. The study's results, namely the predictive validity of the results on the four dimensions of student engagement, were assigned a score of 0.709 for CE (cognitive engagement). 0.837 for BE (behavioral engagement). 640 for EE (emotional involvement). 0.412 for SE (social engagement). We estimated Cronbach's alpha as the overall reliability of student engagement (SEI) on the four SE dimensions with moderate height at 0.74 for CE (cognitive engagement). 0.82 for BE (behavioral engagement). .89 for EE (emotional involvement). 0.73 for SE (social engagement). The benefits of student engagement are helpful for school teachers to measure the effectiveness of student learning activities, and the teacher-student relationship will be warmer and more profound.

The relationship between stressful life events and school engagement for junior high school students in China: A serial mediation model

The purpose of this study is to examine the relationship between stressful life events (SLE) and school engagement and to determine if there are some likely mediating variables between them. A sample of 1517 Chinese junior high school students (51.5% female) completed the adolescent self-rating life events checklist (ASLEC), Utrecht Work Engagement Scale-student (UWES-s), cognitive fusion questionnaire (CFQ), and positive psychological capital questionnaire (PPQ). The model was calculated using the PROCESS macro in SPSS. The serial mediator model revealed a significant negative effect of SLE on school engagement through psychological flexibility and psychological capital (effect = −.08, 95% CI [−.10, −.06]). There was also a direct mediating effect through psychological capital (effect = −.17, 95% CI [−.21, −.13]). The results of the present study may help to clarify mechanisms that might explain the association between SLE and school engagement. Future research on improving school engagement should consider the critical roles of psychological flexibility and psychological capital.

중학생의 학업열의 영향 변인 탐색

Objectives The purpose of this study is to analyze the effects of middle school students' gender, life satisfaction, happiness, self-esteem, attention, cooperation, grit and school location, school life satisfaction, friend relationship, and teacher relationship on academic engagement.
 Methods For this study, 2,329 responses of the 3rd wave(3rd grade of middle school) of the Korean Children & Youth Panel Survey(KCYPS) were analyzed. For applying multi-level modeling(two-level) a basic model and a research model were established, and the influence of variables affecting academic engagement was analyzed by inputting variables at the student level and school level.
 Results First, it was found that 7.3% of the total variance explaining the academic engagement of middle school students was affected by school characteristics. Second, looking at the influence of independent variables at the student-level was male students higher than female students, and the higher life satisfaction, cooperation, and grit, the lower attention, the higher academic engagement. Third, looking ant the influence of school-level variables, it was found that the friend relationship had a negative effect on academic engagement, while the teacher relationship showed a positive effect.
 Conclusions Based on the results of this study, for promoting academic engagement, implications for changes in students' attitudes by improving in the curriculum and the academic atmosphere and follow-up studies that complementary relationships between personal and environmental factors was suggested.

Revisión sistemática del compromiso escolar en educación secundaria

Student engagement research has grown significantly in the past decade and measuring it is of high interest in educational research. To gain a deeper understanding of the current body of research on student engagement, this review aims to analyze the design characteristics of empirical quantitative research on student engagement in secondary school. A systematic review was performed in the Web of Science, Scopus, and SciELO databases from the period 2013 to 2020. Forty-seven articles met the inclusion criteria. The results revealed that most studies were performed in North America and none in Latin America; the designs were mainly measuring variable associations. Teacher-related variables are the least examined variables. The instruments used to measure the student engagement and the constructs employed, shows there is substantial theoretical heterogeneity among studies. Future studies need to accurately define student engagement; give further attention to variables related to teachers, peers, families, and institutional conditions. https://doi.org/10.16888/interd.2023.40.2.3

THE MEDIATING EFFECT OF CONSTRUCTIVIST LEARNING ENVIRONMENT ON THE RELATIONSHIP BETWEEN SCHOOL CULTURE AND STUDENT ENGAGEMENT IN TECHNOLOGY AND LIVELIHOOD EDUCATION

The aim of this study was to determine the mediating effect of a constructivist learning environment on the relationship between school culture and student engagement in technology and livelihood education in Davao del Sur, Philippines. To determine the mediating effect of constructivist learning, correlation design employing mediating analysis was employed in this study. Adapted survey questionnaires were utilized for a sample of 400 students from public schools in Matanao, Bansalan, Magsaysay (MABAMA) District, Davao del Sur. The questionnaires were validated by experts contextualizing to the local setting. Regression and Path Analysis were used to determine the mediating effect of a constructivist learning environment on the relationship between school culture and student engagement of students in TLE. The results showed that the level of constructivist learning environment is high, the level of school culture is high, the level of student engagement is very high, and there were significant relationships between constructivist learning environment and school culture and student engagement. The significant effect showed partial mediation. Thus, the TLE students’ constructivist learning environment partially mediates the relationship between school culture and student engagement.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0215/a.php" alt="Hit counter" /></p>

The Impact of Gamified Learning on Student Engagement and Academic Achievement in Secondary Schools

The Impact of Gamified Learning on Student Engagement and Academic Achievement in Secondary Schools

Level , types, and barriers to physical activity of 13-to 14-year-old children

Physical activity has significant health benefits in young people, but many do not meet established guidelines to improve physical activity levels, which is a significant health concern. More research on potential barriers to youth physical activity participation is required to raise awareness of young people's physical activity. Based on that, the main objective of this study was to analyze the engagement of senior elementary school students in physical activities, depending on gender. In addition, factors that could be potential barriers to preventing students from participating in physical activities will be analyzed. It is assumed that there are significant differences between boys and girls aged 13 and 14 in terms of their participation in physical activities. The sample consisted of a total of 721 subjects with an average age of 14.3 ± 0.7, of which 372 were boys and 349 were girls. For the purposes of this research, a survey questionnaire (Mitić et al., 2010) was used, which contains a total of 17 questions, divided into three groups. For statistical processing, non-parametric tests, the Chi-square test (2), were used to examine the significance of the difference. The Chi-square test (2) was used to evaluate the match between the observed and theoretical frequencies in each group and measure the significance of the difference between them. The Chi-square test of independence was used to compare the differences between the male and female groups. The results of the 2 test of independence showed that there is a statistically significant difference between boys and girls in the frequency of exercise (p≤0.01). The results of the 2 test showed that there are no statistically significant differences between the groups of boys and girls in the choice of place and method of exercise (Sig. > .05). The results showed that both boys and girls have barriers to practicing physical activities, but that they do not differ significantly. This study showed that there are significant differences between boys and girls regarding the frequency of participation in physical activities. Recently, research activities in this area have increased significantly. However, there is not enough good quality research on evaluations and effectiveness of interventions, strategies for overcoming barriers to participation in physical activities, as well as on promoting physical activity for socially disadvantaged groups of children.

Elementary School Student Engagement Scale Inferred by Teachers

Resumo Avaliar o engajamento escolar é crucial para identificar alunos em risco de evasão e monitorar o progresso acadêmico. O objetivo deste estudo foi construir e obter evidências de validade para uma Escala de Engajamento dos Alunos na Escola Inferido por Professores (EEAE-IP). Participaram do estudo 488 alunos do 2ª ao 5ª ano do Ensino Fundamental de escolas de Minas Gerais. A EEAE-IP apresenta boas propriedades psicométricas, com Análise Fatorial Confirmatória atestando o modelo de quatro fatores (comportamental, cognitivo, afetivo e agente). A evidência da consistência interna da escala foi boa com um Alfa de Crombach de 0,92 e a fidedignidade interobservador sugere que o construto é avaliado da mesma forma por diferentes observadores. A EEAE-IP é de rápida aplicação e utiliza o professor como informante. Sugerimos novos estudos que forneçam dados para a validade em outras populações. Este estudo reforça o papel da EEAE-IP em futuras pesquisas psicoeducacionais.

Effects of Learning Using EDPUZZLE Interactive Video Application on Students' Interest, Engagement and Achievement in Science Subjects

This study was conducted to identify the effect of learning methods using the Edpuzzle interactive video application on students' interest, engagement, and achievement in science subjects. The purposive sampling technique was used in this study to select the sample. A total of 40 students were selected as a sample in this study. The selected sample is students from a primary school in the Batu Pahat Johor district. The sample was selected from two classes of year 2 students who had similar ICT backgrounds in primary school. Pre-tests, post-tests, checklists, and questionnaires were used as instruments in this study. This study's objectives are to identify the effectiveness of the use of the interactive video application, Edpuzzle in increasing students' interest, engagement, and achievement in science subjects. The data were analysed through inferential statistics using Statistical Package for Social Science (SPSS) software. The data analysis results show significant differences in the level of interest, engagement, and achievement of primary school students in science subjects when using the EdPuzzle application. This suggests that the use of interactive video in the classroom has a promising approach to improve the quality of teaching and learning (TnL) among science teachers. However, considering the limitations of the research, specifically in relation to the context and the period of application, more studies are needed with different methodological approaches and in extended periods and samples.

The Relationship between School Moral Atmosphere and Student Engagement in Secondary Schools

The main aim of the study is to examine the relationship between the secondary school students’ perceptions of the school’s moral atmosphere and their engagement with school. The School Engagement Scale and School Moral Atmosphere Scale were applied to 872 students attending the secondary schools in the 2016-2017 academic year. The study revealed that the school engagement levels showed a significant difference in favor of female students in terms of gender. Based on the multiple regression analysis, it was determined that school moral atmosphere is a significant predictor of school engagement. The results of this study suggest that school moral atmosphere is one of the key determinants of students’ engagement with school, and hence it can be useful to improve school moral atmosphere to increase students’ affective, cognitive, and behavioral engagement.

Student resilience to COVID-19-related school disruptions: The value of historic school engagement.

Does historic school engagement buffer the threats of disrupted schooling - such as those associated with the widespread COVID-19-related school closures - to school engagement equally for female and male high school students? This article responds to that pressing question. To do so, it reports a study that was conducted in 2018 and 2020 with the same sample of South African students (n = 172; 66.30% female; average age in 2020: 18.13). A moderated moderation model of the 2018 and 2020 data showed that historic levels of school engagement buffered the negative effects of disrupted schooling on subsequent school engagement (R² = .43, β = -5.09, p < .05). This protective effect was significant for girl students at moderate and high levels of historic school engagement, but not at lower levels of historic school engagement. Disrupted schooling did not significantly affect school engagement for male students at any level of historic school engagement. In addition, student perceptions of teacher kindness were associated with higher school engagement and having experienced an adverse event at school with lower school engagement. The results point to the importance of facilitating school engagement and enabling school environments - also when schooling is disrupted.

Parents' perception or children's perception? Parental involvement and student engagement in Chinese middle schools.

It is widely held that parental involvement plays a key role in enhancing student engagement, but less is known about whether and how parents' and their children's perceptions of different types of parental involvement relate to dimensions of student engagement, especially in the Chinese context. By surveying 2,219 students and their parents from nine middle schools in eastern China, this study found that only children's perceptions of certain types of parental involvement (e.g., parent-child communication), rather than those of their parents, correlated with student engagement (i.e., behavioral engagement, emotional engagement, and cognitive engagement). Further, different types of parental involvement presented varied relationships with dimensions of student engagement. This study deepens our understanding of the dynamic interplay between parental involvement and student engagement in view of parents' and children's perceptions.

THE MEDIATING EFFECT OF SCHOOL CLIMATE ON THE RELATIONSHIP BETWEEN TEACHER COMMUNICATION BEHAVIOR AND STUDENT ENGAGEMENT

The purpose of this study was to determine the mediating effect of school climate on the relationship between teacher communication behavior and student engagement. Utilizing quantitative, non-experimental design via correlational technique, data were obtained from 300 respondents of the study who are students who belong to the senior high school department, particularly Grade levels 11 and 12 of the three national high schools under the division of Davao Del Sur in the province of Davao Del Sur. The researcher utilized a stratified random sampling technique and an online survey mode of data collection. The researcher also utilized the statistical tools mean, Pearson r, and Medgraph using Sobel z-test. From the results of the study, it was found that there is a high level of mean score for teacher communication behaviour and very high levels of mean scores for school climate and student engagement. Also, results revealed that there is a significant relationship between teacher communication behaviour and student engagement, a significant relationship between teacher communication behaviour and school climate and a significant relationship between school climate and student engagement. Further, it was revealed that there was full mediation on the effect of school climate on the relationship between teacher communication behaviour and student engagement. This implies that the teacher’s communication behaviour conveys the school climate.

온라인 학교스포츠클럽대회 참여가 중학생의 그릿(Grit) 및 수업참여태도에 미치는 영향

Purpose: The purpose of this study is to find a solution is a strategy of physical activities improvement to the problems faced by middle school students due to COVID-19.BR Method: To achieve the purpose of this study, middle school students in Seoul were selected to answer the survey through the online. Among the 113 questionnaires collected, the study results were analyzed for 102 samples except for 11 questionnaires that were duplicated or responded unfaithfully. The questionnaire for this study was based on a previous study that validated Grit and engagement in physical education class, and it was modified for the purpose of this study. The collected data were processed through the SPSS statistical program, and analyzed for the relationship among the variables using one-way ANOVA, multiple regression analysis and correlation analysis.BR Results: First, the grit of middle school students indicated a significant difference according to the period of participation in the online school sports club. Second, the engagement of middle school students in physical education class indicated a significant difference according to the period of participation in the online school sports club. Third, it was found that the perseverance of effort factor of students who participated in an online school sports club had a significant effect on all sub-factors of engagement in physical education class. However, consistency of interest factor didn’t have a significant effect on engagement in physical education class.BR Conclusion: Comprehensive results of this study show that participation in an online school sport club has a positive effect on middle school students’ grades and engagement in physical education class, and there is a correlation between the sub-factors.

The Impact of a Digital Escape Room Focused On HTML and Computer Networks on Vocational High School Students

Today, students live in a world surrounded by technology and traditional education methods are no longer very attractive to them. Applying the concept of a digital educational escape room to teaching can help increase students’ interest in the subject. In an escape room, the players search for clues, complete tasks, and solve polymorphic puzzles, working together to escape the room within a certain time limit. This article presents the use of a digital escape room on third-year students in the field of computer network mechanics at a secondary vocational school. The aim of this study was to determine the effects of implementing an escape room focused on HTML and computer networks on third-year computer network mechanics students and to assess the students’ levels of perception of the game. Although the experiment did not confirm an increase in students’ cognitive abilities, the quantitative analysis confirms a significant increase in the motivation, engagement, and satisfaction of students in secondary vocational schools focusing on technical vocational subjects. Qualitative analysis provides a better understanding of these results and supports the conclusion that using a digital educational escape room is enjoyable for students, and leads to problem-solving skills and teamwork.

A Qualitative Investigation of the Factors that Enhance, Impede, and Require Attention for the School Success and Engagement of At-Risk Newcomer Students

Little is known about best practices to support newcomer students with a history of emotional, behavioral, or learning challenges in their pursuit of school success and engagement. The Enhanced Critical Incident Technique was employed to explore the helping, hindering, and desired practices among nine teachers who have successfully supported at-risk newcomer youth in their educational pursuits in Canada. Results revealed 64 helping and 43 hindering factors as well as 27 wish list items related to participants’ experiences of supporting newcomer students in their school success and engagement. Recommendations are made at three levels: individual, curricula, and systemic. Keywords: newcomer youth, school disengagement, school re-engagement, academic success, qualitative research, enhanced critical incident technique On sait peu de choses sur les meilleures pratiques pour soutenir les élèves nouvellement arrivés et ayant des antécédents de problèmes émotionnels, comportementaux ou d'apprentissage dans leur quête de réussite et d'engagement scolaires. La méthode améliorée des incidents critiques a été utilisée pour explorer les pratiques positives, négatives et désirées chez neuf enseignants qui ont soutenu avec succès des jeunes nouveaux arrivants à risque dans leur parcours scolaire au Canada. Les résultats ont révélé 64 facteurs positifs et 43 facteurs négatifs ainsi que 27 éléments désirés liés aux expériences des participants en matière de soutien aux élèves nouvellement arrivés dans leur réussite scolaire et leur engagement. Des recommandations sont formulées à trois niveaux : individuel, curriculaire et systémique. Mots clés : jeunes nouveaux arrivants, désengagement scolaire, réengagement scolaire, réussite scolaire, recherche qualitative, méthode améliorée des incidents critiques

An Investigation on the Online Learning Engagement of Malaysian Secondary School Students from Different School Types

This study explored the perceptions of students from different types of schools in Malaysia towards their online learning engagement during COVID-19's movement control order using Fredricks et al.'s framework of behavioural, cognitive, and emotional engagement. In addition to these variables, external support provided to the students was also considered. To this end, a questionnaire that examined the students' general online practices and online learning engagement was administered. Seven hundred sixty-eight students from four different types of secondary schools (national, Chinese, international, and high performing schools) responded to the questionnaire. The findings from the ANOVA analysis indicated that generally the respondents demonstrated positive online learning practices. However, the amount of time spent interacting with teachers online should be much improved. The findings also indicated significant differences in perceptions towards online learning engagement and external support based on school types.