Making the connection: The role of social and academic school experiences in students' emotional engagement with school in post-secondary vocational education

Elffers, Louise; Oort, Frans J.; Karsten, Sjoerd

doi:10.1016/j.lindif.2011.08.005

Cited by 57 publications

(65 citation statements)

References 34 publications

(63 reference statements)

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“…On the other hand, the narratives also reveal how important the positive peer relationships and shared experiences are for the smoothness of study paths as they support the subjective well-being and school contentment of the youth (see also Doll et al, 2009;Elffers, Oort, & Karsten, 2012;Wentzel, Baker, & Russel, 2009;Wang & Eccles, 2012).…”

Section: Journal Of Studies In Educationmentioning

confidence: 99%

Finnish Straight-A Graduates’ Perceptions of the Smoothness of the Study Paths

Salmela

Uusiautti

2013

JSE

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The purpose of this study is to discuss the smoothness of the study paths by describing Finnish general upper secondary education graduates' study paths: What factors have promoted and supported straight-A graduates' study paths? What kind of difficulties have straight-A graduates' faced in their study paths? This was a narrative study conducted in 2012 by collecting straight-A graduates' writings (N=14). The data were analyzed with narrative analyzing methods. The results showed the multidimensional nature of study paths: there is not just one way of reaching the same outcome. When it came the smoothness of study paths, it appeared that also the success-oriented students need support and guidance with their choices, goals, and strengths.

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Section: Journal Of Studies In Educationmentioning

confidence: 99%

Finnish Straight-A Graduates’ Perceptions of the Smoothness of the Study Paths

Salmela

Uusiautti

2013

JSE

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“…Prior studies on emotional engagement range from exploring students' emotional reactions in the school environment (Gonida et al, 2009;Wellborn and Connell, 1987) and students' valuing of schoolwork to the sense of belonging experienced by students in the school community (Elffers et al, 2012;Finn, 1993;Fredricks et al, 2004;Voelkl, 1997;Wang et al, 2011). Affects refer to students' intense, short-lived active states that arise in response to a particular situation or object of activity in school (Do and Schallert, 2004).…”

Section: Affects and A Sense Of Belonging In Schoolworkmentioning

confidence: 99%

“…Teacher's intentions to promote mutual respect among classmates have been found to improve the sense of belonging among middle school students (Anderman, 2003). In addition, the experience of peer support and a good classroom climate have been found to relate to a sense of belonging (Elffers et al, 2012;Hoffman et al, 2002).…”

Section: Affects and A Sense Of Belonging In Schoolworkmentioning

confidence: 99%

“…Research on emotional engagement has focused heavily on the external or environmental factors that influence increased or hindered emotional engagement (Elffers et al, 2012;Gonida et al, 2009;Lee, 2012;Li et al, 2010;Li and Lerner, 2013;Wang et al, 2011). Prior studies have identified individual factors -such as the students' background (Elffers et al, 2012;Gonida et al, 2009), mastery of goal orientation, and institutional characteristics, such as school goal structure (Gonida et al, 2009) -as having a significant impact on students' emotional engagement.…”

Section: Introductionmentioning

confidence: 99%

“…Prior studies have identified individual factors -such as the students' background (Elffers et al, 2012;Gonida et al, 2009), mastery of goal orientation, and institutional characteristics, such as school goal structure (Gonida et al, 2009) -as having a significant impact on students' emotional engagement. However, understanding of the internal dynamics of emotional engagement is still insufficient.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

The anatomy of adolescents’ emotional engagement in schoolwork

et al. 2016

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This study explores the complexity of emotionally engaging schoolwork among students by analysing the interrelation between the affective and the social dimensions of emotional engagement. The data were collected from 78 Finnish sixth-grade (aged 12-13 years) and 89 eighth-grade (aged 14-15 years) students using picture tasks. The results show that the main elements of the affective dimension are the valuing of schoolwork and the enjoyment of learning, and the main element of the social dimension is a sense of belonging in terms of social cohesion and the support experienced by students. Furthermore, the results suggest that emotional engagement has internal dynamics: the affective and social dimension influence each other, regulating the students' sense of emotional engagement. Consequently, neither of the dimensions alone result in strong, balanced emotional engagement. In addition, the results show that the relation between the affective and social dimension was more unbalanced in the peer interaction than in the teacher-student interaction at both grade levels. This suggests that tensions in the peer interaction at school make for a more complicated context in terms of emotional engagement.

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The relationship between peer relations, self‐rated health and smoking behaviour in secondary vocational schools

et al. 2019

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Aims To examine the association between peer relations, self‐rated health and smoking behaviour in vocational school setting. Background Smoking in adolescence causes health and socioeconomic inequality in adulthood. There is evidence that smokers are physically less active, have lower academic aspirations and perceive poorer health than non‐smokers. Method The study was conducted in spring 2013 and involved 34,776 vocational students who took part in the School Health Promotion Study in Finland. The associations between adolescent smoking habits and peer relations and smokers' self‐rated health were studied adjusting for the respondents' age, parental education and family type. Results A substantial proportion of the respondents, 37% of the girls and 36% of the boys, reported smoking daily, 15% of the girls and 14% boys smoked occasionally with a further 15% of the girls and 13% of the boys stating that they were ex‐smokers. Of the girls, 33% and 38% of the boys were non‐smokers. Adjusted multinomial regression revealed that having a close friend or friends predicted smoking among girls and boys. Additionally, the adjusted model indicated that being a bully and/or a bully + bully‐victim was associated with smoking behaviour in boys only. Boys and girls who rated their health as moderate or poor were more often daily smokers; in girls, this was also the case in occasional smokers. Conclusion Smoking prevention aimed at vocational schools should take into consideration the norms and expectations related to peer relations which strongly influence adolescents' smoking habits.

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Making the connection: The role of social and academic school experiences in students' emotional engagement with school in post-secondary vocational education

Cited by 57 publications

References 34 publications

Finnish Straight-A Graduates’ Perceptions of the Smoothness of the Study Paths

Finnish Straight-A Graduates’ Perceptions of the Smoothness of the Study Paths

The anatomy of adolescents’ emotional engagement in schoolwork

The relationship between peer relations, self‐rated health and smoking behaviour in secondary vocational schools

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