Associations between teaching quality and secondary students’ behavioral, emotional, and cognitive engagement in school

Quin, Daniel; Hemphill, Sheryl A.; Heerde, Jessica A.

doi:10.1007/s11218-017-9401-2

Cited by 34 publications

(29 citation statements)

References 81 publications

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“…However, this study did not find a moderating role for any of the latent profiles of parental warmth on the relationship between parental involvement and school engagement behaviors. One possible explanation for this difference in finding is that school engagement also consists of cognitive (e.g., learning strategies) and emotional (e.g., enjoyment of school) components, in www.FamilyProcess.org 784 / FAMILY PROCESS addition to the behavioral component (Quin, Hemphill, & Heerde, 2017). Our measure of school engagement only captured information about the behavioral component.…”

Section: Discussionmentioning

confidence: 99%

Parental Involvement and Adolescents’ Academic Achievement: Latent Profiles of Mother and Father Warmth as a Moderating Influence

et al. 2019

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Parental involvement in their adolescents’ education plays an important role in promoting their children's academic outcomes. Yet, more research is needed to examine the relationship between parenting practices and parental warmth as well as to consider the potential joint contribution of warmth from both fathers and mothers. Thus, the primary purpose of the current study is to examine the extent to which patterns of parental warmth across fathers and mothers moderate the association between parental involvement and adolescents’ grade point average (GPA) and school engagement behaviors. Latent profile analysis was conducted to identify disparate profiles of fathers’ and mothers’ warmth within a nationally representative sample of 2,306 youths (51% male; mean age = 15.31 years, SD = 1.50; 77% non‐Hispanic White) residing in opposite‐sex, two‐parent families from Wave I and II of the National Longitudinal Study of Adolescent to Adult Health. Latent‐class enumeration processes support a five‐profile solution characterized by differences in levels of parental warmth and congruency across parents: (a) Congruent High Warmth, (b) Congruent Moderate Warmth, (c) Congruent Low Warmth, (d) Incongruent High Mother/Low Father Warmth, and (e) Incongruent Low Father/Lower Mother Warmth. Subsequent multiple linear regression analyses reveal a moderating effect for Congruent Low Warmth on the relationship between parental involvement and adolescents’ GPA. Ultimately, the results show that variation in parental warmth exists across fathers and mothers with differing impact on adolescents’ outcomes. Excluding one parent without considering the joint effects of both parents will not produce an accurate and precise understanding of parenting in research or practice.

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Section: Discussionmentioning

confidence: 99%

Parental Involvement and Adolescents’ Academic Achievement: Latent Profiles of Mother and Father Warmth as a Moderating Influence

et al. 2019

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“…Students who consider their teachers to be caring are likely to internalize pro-social goals at school (Wentzel 1999), and this correlation improves students' engagement in academic activities (Anderson et al 2004;Furrer and Skinner 2003;Klem and Connell 2004;Lee 2012;Patrick et al 2007). More recently, Quin et al (2017) found positive associations between teaching quality and better behavioral and emotional engagement among students, reaffirming the view that despite not having an exclusive role in influencing students' engagement, quality teaching plays an important part. In the same way, different studies from students' perspectives indicate a similar significance from peer-to-peer relations (Boulton et al 2011;Martin and Dowson 2009).…”

Section: Learning As Meaning-makingmentioning

confidence: 61%

“…Lately, students' perceptions have been studied from diverse perspectives, such as in the investigation of behavioral mechanisms of effort allocation (Hiemstra et al 2018), in which findings indicate positive correlations between effort allocation and self-directed instructional pedagogical strategies. It appears in studies that aim to assess specific tools, such as interactive whiteboards (Niekerk 2015) and innovative learning environments (Magen-Nagar and Steinberger 2017; Schenke et al 2017), and through investigations of student-teacher relationships (Gasser et al 2018;Quin et al 2017). Discussions raised in such studies support the idea that focusing on students' experiences is another way of thinking about education, shedding light on the importance of listening to those who not only are part of, but also construct, the learning process (Gallo 2014).…”

Section: Introductionmentioning

confidence: 99%

What is learning for secondary-school students? Students’ perceptions examined in Brazil and Finland

et al. 2019

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In the present study, learning in school was studied from the students' perspectives in two different national contexts. The aim was to explore students' learning experiences in school by identifying what are the core elements of learning for secondary school students. We conducted the study with a qualitative approach in which photos taken by the students during their school routines were used to elicit group discussion about how learning is experienced and defined. Participants were two groups of 13-15-year-old students, one from Finland and one from Brazil. Results show that the anatomy of learning is varied in students' experiences and that their perceptions of learning in school are defined by the way students signify the interaction with others, their relation with materials, their understanding of the pedagogical actions and practices, and how learning is contextualized by time. The study contributes to discussions on how to consider and incorporate students' perspectives into the development of pedagogical practices, and by the dialogue between Finnish and Brazilian perspectives, we point out core elements for the learning experiences of secondary school students raising questions of learning processes as complex and culturally contextualized.

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“…The textbook also mentions two of the most learned scientists -Albert Einstein and Thomas Edison -for example, who were both faced with enormous obstacles and extreme criticisms, abandoned by their teachers as idiots. However, the parents of the two boys believe in them [8]. They are unremittingly working with their sons every dayand the children know that if they want to succeed, they must never be afraid of long and hard work.…”

Section: The Cultivation Of Learners' Literary Competence To Improve mentioning

confidence: 99%

The Cultivation of Learners’ Literary Competence to Improve Their Emotional Literacy in College English Teaching and Learning——An Example of the “New Horizon College English (Third Edition)

Hui¹

2018

2018 International Conference on Social Sciences, Education and Management (SOCSEM 2018)

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At present, learners' emotional literacy has been discussed a lot with the increasing attention being paid to the learner-centered college English teaching and learning. This paper focuses on what emotional literacy is and how learner's emotional literacy improves through cultivation of literary competence. Language learning can offer better affective means for university students and help them recognize their feelings as they occur, handle feelings appropriately, motivate their feelings and direct themselves toward a goal, recognize feelings of others and handle interpersonal interaction and negotiations. In turn, these affective literary will improve their language ability.

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Associations between teaching quality and secondary students’ behavioral, emotional, and cognitive engagement in school

Cited by 34 publications

References 81 publications

Parental Involvement and Adolescents’ Academic Achievement: Latent Profiles of Mother and Father Warmth as a Moderating Influence

Parental Involvement and Adolescents’ Academic Achievement: Latent Profiles of Mother and Father Warmth as a Moderating Influence

What is learning for secondary-school students? Students’ perceptions examined in Brazil and Finland

The Cultivation of Learners’ Literary Competence to Improve Their Emotional Literacy in College English Teaching and Learning——An Example of the “New Horizon College English (Third Edition)

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