Introduction This exploratory study extends research on student engagement by examining the relationships between its different facets, students' perception of teacher support for learning and self‐efficacy, and adaptive youth competencies. Guided by Reschly and Christenson's (2012) student engagement framework, affective and cognitive engagement were posited to mediate the relationships between students' perceived beliefs, adaptive competencies and behavior engagement. Method 3776 Singapore Grade 7 and 8 students completed a self report survey questionnaire. Results Self‐efficacy and teacher support demonstrated different indirect relationships with student competencies and via different engagement pathways. Cognitive engagement mediated the effects of teacher support and self‐efficacy on the four student competencies, while affective engagement's mediated effects was only evident on academic buoyancy. Conclusion This study holds important implications for educational and psychological research on student engagement, demonstrating that the construct, though theorized in a western context, has empirical utility and relevance in an East Asian context.

No abstract

This study focused on the online counselling experiences of six Singaporean trainee counselling psychologists (TCPs) working with elementary school children in Singapore. A qualitative analysis using Strauss and Corbin's grounded theory produced 16 themes and 17 sub-themes in 4 categories. Participants' Counselling Experiences and Interests (causal condition) and Expectations and Reality (intervening condition) informed their Planned and Actual Counselling Actions (strategic actions and interactions) during online counselling sessions. Consequently, they engaged in Analysis andReflection of their key learning points and professional development needs. Findings revealed that the lack of non-verbal cues enhanced children's psychological safety and willingness to self-disclose online. TCPs also found it helpful to use a solution-focused approach to work with children and to adapt their face-to-face counselling techniques to online counselling through the use of SITCOMS.

No abstract

No abstract