Students' engagement in school and family variables: A literature review

Veiga, Feliciano Henriques; Robu, Viorel; Conboy, Joseph; Ortiz, Adriana Yanina; Carvalho, Carolina; Galvão, Diana

doi:10.1590/1982-02752016000200002

Cited by 28 publications

(24 citation statements)

References 59 publications

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“…Results of this study consistent with previous studies as well as existing theoretical concepts, in which this study has proven that parental involvement, academic self-efficacy, teacher support, and peer attachment are closely related to student engagement (Veiga et al, 2012). Veiga et al (2012) explained, that many scientific studies have explained that personal variables (such as self-efficacy and self-concept), as well as contextual variables (such as peers, school, family), are closely related to student engagement in school. Self-efficacy allows students to develop cognitive strategies and self-regulation in context of their education.…”

Section: Resultssupporting

confidence: 91%

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Student Engagement Among High School Students: Roles of Parental Involvement, Peer Attachment, Teacher Support, and Academic Self-Efficacy

Qudsyi¹,

Husnita²,

Mulya³

et al. 2020

Proceedings of the 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019)

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Student engagement becomes one of concepts in students who have an important role in students' academic performance. Based on previous literature studies, this study aims to analyze the predictions of parental involvement, peer attachment, teacher support, and academic self-efficacy to student engagement. Respondents of this research are 100 high school students. Measurements for student engagement variables in the study used student engagement scale that adapted by Sa'diyah and Qudsyi from School Engagement Scale by Frederick et al. Meanwhile, measurement of parental involvement using an instrument from Wantara and Qudsyi which is an adaptation of the scale by Hoover-Dempsey et al. Peer attachment variable using a measurement tool adapted from Inventory of Parent and Peer Attachment (IPPA) developed by Armsdern and Greenberg, teacher support variable using a measurement tool adapted from Perceived Teacher Academic Support Scale (PTASS) from Chen, and academic self-efficacy variable using instruments from Raharjo and Qudsyi which is adaptation from Butler. Based on data analysis that has been done, the results obtained indicate a significant relationship between parental involvement, academic selfefficacy, teacher support, peer attachment, and student engagement among high school students. The results were obtained from value of R = 0.476 and value of p = 0.000 (p <0.01). Thus, it can be said that parental involvement, academic self-efficacy, teacher support, and peer attachment together can predict significantly student engagement in high school students, with an effective contribution of 22.7 percent. Based on another regression analysis, the results showed that academic self-efficacy was the strongest variable in predicting student engagement in high school students. Even though other variables (in this case parental involvement, teacher support, and peer attachment) were not included in the analysis process, academic self-efficacy variable can still predict student engagement independently, with an effective contribution of 17.6 percent.

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Section: Resultssupporting

confidence: 91%

“…Self-efficacy allows students to develop cognitive strategies and self-regulation in context of their education. In addition, the existence of positive relationships with peers, teacher support, and quality of relationships in family were related to the high level of student involvement (Veiga et al, 2012).…”

Section: Resultsmentioning

confidence: 99%

Student Engagement Among High School Students: Roles of Parental Involvement, Peer Attachment, Teacher Support, and Academic Self-Efficacy

Qudsyi¹,

Husnita²,

Mulya³

et al. 2020

Proceedings of the 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019)

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“…This finding means that the higher level of support that is received by students from their teacher will increase the higher the level of engagement from the students. This finding is in the line of the previous studies from (Wang & Ecless, 2013;Wang & Lieberoth, 2018;Veigal & Almeida, 2012) which indicate that the teacher is the key role of the student's engagement in the school. This is because the teacher works directly in creating a class situation, designing an interactive class situation that encourages students to get involved actively in the class activities.…”

Section: Tabel 2 the Correlation Between Variablessupporting

confidence: 92%

“…The recent studies have examined the some factors which influence student's disengagement are parents, peers, teachers, also personal variables such as gender, self-concept, ages, and goal orientation, motivation, also school culture (Usher & Kober, 2012;Veigal & Almeida, 2012). The factors are categorized as the internal and external factor which contribute to the student's engagement in the school.…”

Section: Introductionmentioning

confidence: 99%

Academic self-concept, teacher’s supports and student’s engagement in the school

Galugu¹,

Samsinar²

2019

j. psikol. pendidik.

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This research aims to examine the role of academic self-concept as the moderate variable on the relationship between teacher's support and students' engagement in school. This research uses qualitative through the correlational method. Students' engagement is measured by the student's engagement at school questionnaires (SESQ). While the teacher's support is measured by the perceived teacher academic support scale (PTASS). Academic self-concept is a moderate variable that is measured by using the academic self-concept scale (ASC) by measure on two aspects namely students' confidence and students' effort in the academic aspect. Testing hypotheses have one by using moderated regression analysis (MRA). The results show that the relationship between the teacher's support and students' engagement in school is increasingly strengthened by the presence of academic self-concept as a moderated variable. Teacher's supports such as emotional supports in the learning process can enhance academic self-concept positively. The positive self-concept among the students encourage to develop student's self-regulation and achievement academic and automatically increase student's engagement in the learning process.Abstrak: Penelitian ini bertujuan untuk menguji peranan konsep diri akademik sebagai variabel moderasi pada hubungan antara dukungan guru dengan keterlibatan siswa di sekolah. Jenis penelitian menggunakan pendekatan kualitatif dengan metode korelasional. Keterlibatan siswa di sekolah diukur dengan Student Engagement in Schools Questionnaire (SESQ). Variabel dukungan guru diukur dengan Perceived Teacher Academic Support Scale (PTASS). Konsep diri akademik sebagai variabel moderasi diukur dengan menggunakan academic self concept scale (ASC) dengan mengukur pada dua aspek yakni kepercayaan diri dan usaha siswa dalam bidang akademik. Pengujian hipotesa pada penelitian ini dilakukan dengan menggunakan analisis uji interaksi atau yang dikenal dengan moderated regression analysis (MRA). Hasil penelitian menunjukkan bahwa hubungan antara dukungan guru dan keterlibatan siswa di sekolah semakin diperkuat dengan hadirnya variabel moderasi yakni konsep diri akademik. Dukungan emosional guru kepada siswa baik dalam proses pembelajaran dan interaksi diluar pembelajaran, membentuk konsep diri akademik siswa yang positif. Siswa yang memiliki konsep diri akademik yang positif meningkatkan kemampuan meregulasi diri, motivasi berprestasi dan mendorong keterlibatan siswa dalam proses pembelajaran.

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“…Aunque la H2 no fue aceptada en los términos formulados, los datos corroboraron, con matices, hallazgos precedentes (p.e., Annunziata et al, 2006;Rodríguez, Droguett y Revuelta, 2012;Sirin y Rogers-Sirin, 2005;Veiga, F., Galvão, D., Almeida, A., Carvalho, C., Janeiro, I., Nogueira, J., & Bahia, S. (2012) muestran que la participación de los familiares en eventos escolares, la asistencia a reuniones y tutorías tiene una relación significativa con el compromiso de los estudiantes y con el proceso de enseñanza-aprendizaje. No obstante, según los resultados del estudio esta influencia es indirecta.…”

Section: Discusión E Implicaciones Prácticasunclassified

Las conexiones entre apoyo familiar, escolar y el compromiso de los estudiantes en un centro de compensación educativa//The connections between family support, school and the engagement of th students in a compensatory education school

Fernández

Cortés²,

Morueta³

2019

REOP

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RESUMEN El compromiso de los estudiantes con el aprendizaje y la escuela es el principal reto para aquellos centros en cuya misión está la integración escolar de alumnos con antecedentes de fracaso escolar. Los hallazgos precedentes subrayan que el apoyo social determina el compromiso de los estudiantes y su integración en la vida del centro, existiendo evidencias que sugieren que esta determinación está moderada por rasgos personales como el género y el estadio de desarrollo. No obstante, faltan estudios que ayuden a comprender el efecto sinérgico entre los sistemas de apoyo y el compromiso. Este estudio utilizó el análisis de ecuaciones estructurales con una población de estudiantes (N=193) en un IES de segunda oportunidad con el objetivo de conocer los efectos sinérgicos (y sus relaciones) del apoyo familiar y escolar sobre el compromiso de los estudiantes, probando el efecto moderador de la edad y el género. Los resultados mostraron una influencia indirecta de la familia sobre el compromiso de los estudiantes, mediada por el apoyo del centro. Del mismo modo, el efecto moderador de la edad y el género de los estudiantes fue relativamente significativo. Los hallazgos aportan (a) evidencia empírica de la influencia simultánea y mediada del apoyo familiar y escolar sobre la mejora de la conducta de alumnos con antecedentes de inadaptación escolar, y (b) muestran que a medida que los alumnos avanzan en la adolescencia la influencia del apoyo familiar decrece en este tipo de centros.ABSTRACTThe engagement of students is the main challenge for those centers whose mission is the integration of students with a history of school failure. The previous findings emphasize that social support determines the engagement of students and their integration in the life of the center, and there is evidence to suggest that this determination is moderated by personal traits such as gender and stage of development. However, studies that help to understand the synergic effect between support systems and engagement are lacking. This study used the analysis of structural equations with a student population (N = 193) in a secondary school in order to know the synergistic effects (and their relationships) of family and school support on student engagement, testing the moderating effect of age and gender. The results showed an indirect influence of the family on the engagement of the students, mediated by the school support. Also the moderating effect of the age and gender of the students was relatively significant. The findings provide (a) empirical evidence of the simultaneous and mediated influence of family and school support on improving the behavior of students with a history of school maladjustment, and (b) show that as students advance in adolescence the influence of family support decreases in this type of centers.

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Students' engagement in school and family variables: A literature review

Cited by 28 publications

References 59 publications

Student Engagement Among High School Students: Roles of Parental Involvement, Peer Attachment, Teacher Support, and Academic Self-Efficacy

Student Engagement Among High School Students: Roles of Parental Involvement, Peer Attachment, Teacher Support, and Academic Self-Efficacy

Academic self-concept, teacher’s supports and student’s engagement in the school

Las conexiones entre apoyo familiar, escolar y el compromiso de los estudiantes en un centro de compensación educativa//The connections between family support, school and the engagement of th students in a compensatory education school

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