Modelling the Effect of School Engagement on Attendance to Classes and School Performance

Contributions of Individual, Family, and School Characteristics to Chilean Students’ Social Well-Being at School

“…For school interventions and public policies, this is relevant because SWS may be considered an educational outcome, in the sense that schools and schooling should provide not only academic but also social development, which could be measured as schools' responsibility to offer opportunities for social integration, acceptance, contribution, actualization, and coherence (Keyes, 2006). Within the current pandemic situation, these findings call on the need to provide sustainable opportunities to engage and maintain teachers' and students' SWS throughout the online, remote, and hybrid forms of education that are taking place throughout the world, as a way of preventing student disengagement and future dropout (Miranda-Zapata et al, 2018;Shirley et al, 2020).…”

The Impact of a Cooperative Method Embedded in a Writing Strategy Instructional Program on Student Engagement in School

“…Engagement is influenced by academic proficiency (Miranda-Zapata et al, 2018;Wonglorsaichon et al, 2014), and by collaborative instructional approaches (Wentzel, 2009). Being writing a crucial academic area, it seems reasonable to expect that good collaborative practices aimed to develop writing skills would increase student engagement.…”

“…Furthermore, findings from the United States, Portugal or Spain consistently revealed that key school attributes such as selfconcept (Martínez, Cruise, García, & Murgui, 2017), self-esteem (Rodrigues, Veiga, Fuentes, & García, 2013), self-reliance, psychological adjustment (Fuentes, García, Gracia, & Alarcón, 2015), or bullying victimization (traditional bullying and cyberbullying; Martínez, Murgui, Garcia, & Garcia, 2019) are related with school context but also with parents' and peers' influence. There is evidence that teacher support has an influence on student engagement, academic success, and satisfaction with school (Gutiérrez et al, 2017), and that school engagement has a direct effect on attendance to classes and school performance (Miranda-Zapata et al, 2018).…”

“…Increased proficiency in academic tasks, in turn, leads to greater student engagement because competence is necessary to keep students motivated to engage in school activities (Irvin, Meltzer, & Dukes, 2007). Several studies have shown that the relationship between engagement and academic competence is bidirectional (Miranda-Zapata, Lara, Navarro, Saracostti, & de-Toro, 2018;Wonglorsaichon, Wongwanich, & Wiratchai, 2014). This means that the more students are engaged in school, the more they learn, and the more academically competent and successful they are the more worthwhile they feel, which in turn, increases their engagement (Wonglorsaichon et al, 2014).…”

Análisis de un modelo integrador del compromiso escolar: relaciones entre variables situacionales, escolares, sociales y personales en alumnos de nivel primario de educación

“…Asimismo, los resultados muestran que el apoyo social es clave para potenciar las creencias motivacionales de los estudiantes, de allí el impacto sobre las faltas acumuladas durante el año lectivo por los estudiantes. En tal sentido, estudios previos son más claros con respecto a la vinculación del compromiso con el apoyo social percibido (Gutiérrez, Tomás, Romero & Barrica, 2017) que, a la inasistencia (Stoner & Fincham, 2012;Lukkarinena, Koivukangas & Seppälä, 2016;Miranda-Zapata, Lara, Navarro, Saracostti & de-Toro, 2018). No obstante, los resultados encontrados muestran la importancia que tiene el contexto social y personal para promover la implicación de los estudiantes y la asistencia a clases.…”