Class Collective Efficacy and Class Size as Moderators of the Relationship between Junior Middle School Students’ Externalizing Behavior and Academic Engagement: A Multilevel Study

Abstract

This study examined the relationship between externalizing behavior and academic engagement, and tested the possibility of class collective efficacy and class size moderating this relationship. Data were collected from 28 Chinese classrooms (N = 1034 students; grades 7, 8, and 9) with student reports. Hierarchical linear modeling was used to test all hypotheses and results revealed a negative relationship between externalizing behavior and academic engagement; class collective efficacy was also significantly related to academic engagement. Additionally, class collective efficacy and class size moderated the relationship between externalizing behavior and academic engagement: For students in a class with high collective efficacy or small size (≤30 students), the relationship between externalizing behavior and academic engagement was weaker than for those in a class with low collective efficacy or large size (≥43 students). Results are discussed considering self-regulatory mechanisms and social environment theory, with possible implications for teachers of students’ learning provided.

Macrocriminology and Freedom

“…Bryk and Schneider's (2002) more Putnamesque study of social capital in schools showed that schools with high levels of 'relational trust' delivered reduced truancy and improved learning outcomes. Finally, Tian et al (2017), in a wonderful Chinese study, showed that classroom collective efficacy helped students to become more active and effective learners, better at self-regulating their self-efficacy. The combination of high classroom collective efficacy and small class sizes delivered collaborative, relational learning that simultaneously produced improved learning and reduced delinquency and aggression (Tian et al 2017).…”

Comparing Students’ Academic Engagement Based on How Much They Use Social Networks in Learning English

“…ELLs exhibit stability and effort when engaged in doing homework or activities, even in the absence of internal rewards (10). Academically engaged students have more ability to cope with academic stress and are more satisfied (11) and as described by Kaplan et al, they are attentive and participate in class discussions, exert effort in class activities, and exhibit interest and motivation in learning (12). There is an agreement among the experts that student engagement is a multi-dimensional concept (13,14) and its dimensions include behavioral, emotional, and cognitive subtypes (13,15).…”