Perceived school kindness and academic engagement: The mediational roles of achievement goal orientations

Datu, Jesus Alfonso Daep; Park, Nansook

doi:10.1177/0143034319854474

Cited by 30 publications

(33 citation statements)

References 51 publications

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“…Existing literature has offered inconsistent evidence on how specific interpersonal character strengths relate to academic-related functioning like academic achievement (Park & Peterson, 2006) and engagement (Datu & Park, 2019; Hausler et al, 2017). For example, teamwork and leadership are related to higher achievement among German primary school students, but not among secondary school students (Wagner & Ruch, 2015).…”

Section: Interpersonal Strengths and Academic Outcomesmentioning

confidence: 99%

“…In a sample of law students in the United States, the interpersonal character strengths as a factor negatively predicted grade point average in male students (Kern & Bowling, 2015). Yet kindness is linked to greater academic engagement among selected Filipino high school students (Datu & Park, 2019). The inconsistent and even contrary findings among these students’ samples from WEIRD societies may reflect the possibility that interpersonal strengths are not typically associated with achievement-related motivations in these societies.…”

Section: Interpersonal Strengths and Academic Outcomesmentioning

confidence: 99%

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The Blessings of Social-Oriented Virtues: Interpersonal Character Strengths Are Linked to Increased Life Satisfaction and Academic Success Among Filipino High School Students

Datu

Bernardo

2020

Social Psychological and Personality Science

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Some studies have shown that character strengths positively predicted optimal performance and well-being in Western, educated, industrialized, rich, and democratic (WEIRD) societies which may hold limited generalizability to individuals in non-WEIRD contexts. This prospective study examined the association of selected interpersonal character strengths (i.e., fairness, teamwork, leadership, forgiveness, and kindness) with life satisfaction, teacher-reported academic engagement, Mathematics achievement, English achievement, and overall academic achievement among Filipino high school students enrolled in a public high school in the Philippines ( M age = 14.33). There was a 2-month interval between Time 1 and Time 2 data collection. Results indicate that whereas fairness and kindness demonstrated stronger magnitudes of associations with subsequent life satisfaction, academic engagement, and achievement, teamwork and forgiveness had positive and moderate intensity of relationships to such outcomes. Compared to other interpersonal strengths, leadership showed weaker correlations with life satisfaction and achievement outcomes. Results allude to the benefits associated with interpersonal positive virtues in a non-WEIRD context.

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Section: Interpersonal Strengths and Academic Outcomesmentioning

confidence: 99%

Section: Interpersonal Strengths and Academic Outcomesmentioning

confidence: 99%

The Blessings of Social-Oriented Virtues: Interpersonal Character Strengths Are Linked to Increased Life Satisfaction and Academic Success Among Filipino High School Students

Datu

Bernardo

2020

Social Psychological and Personality Science

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“…A range of contributory factors, including school climate as a whole rather than pedagogy alone, should therefore be accounted for in research. This is supported by existing evidence demonstrating school environments that foster kindness or adopt a whole-school socio-emotional ethos are associated with higher academic engagement and achievement (Banerjee et al, 2014;Datu and Park, 2019). Futhermore, a recent review of school-based wellbeing programs found they had a small to moderate positive impact on pupils' academic achievemen in both literacy and Maths, compared to pupils in control groups engaged in their typical activities with general academic performance (Dix et al, 2020).…”

Section: Existing Evidence and Unexplored Landmentioning

confidence: 86%

Children’s wellbeing and their academic achievement: The dangerous discourse of ‘trade-offs’ in education

Clarke

2020

Theory and Research in Education

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Research conducted in England over the last decade has documented sustained, significant decreases in children’s wellbeing. While recent changes to curriculum policy promoting children’s wellbeing have been introduced, a notable feature of the discourse surrounding the promotion of children’s wellbeing is that wellbeing is regarded as opposed to, or in tension with, children’s academic achievement. Recently, Gabriel Heller-Sahlgren proposed that there is an inevitable ‘trade-off’ between children’s ‘wellbeing’ and their academic achievement. Using PISA 2012 data, Heller-Sahlgren argues that pupil happiness and high achievement do not go hand in hand; implying policymakers have a decision to make about which they uphold as the priority. In this article, I discuss the theoretical assumptions underpinning transnational comparisons of children’s wellbeing and review evidence from psychology and education to ascertain whether a trade-off is empirically supported. I argue that far from being incompatible, children’s wellbeing and achievement are positively associated. However, this relationship is not straightforward and requires careful disentangling of the hedonic and eudaimonic components of wellbeing. I underline four main gaps in current knowledge of the wellbeing-achievement relationship to date: the need for (1) multidimensional conceptualisation and measurement of wellbeing, (2) exploration of mediating mechanisms/constructs explaining the wellbeing-achievement relationship, (3) objective operationalisation of achievement, and (4) investigation of developmental differences. To conclude, I argue that when making policy recommendations researchers should avoid ‘all or nothing’ thinking which lures governments into false dichotomies.

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“…Among the antecedents of student engagement, past studies have focused on the critical role played by personal factors. A wide range of psychological antecedents such as motivational internalization (Froiland & Worrell, 2016), interest (Patall, Vasquez, Steingut, Trimble, & Pituch, 2016), self-efficacy beliefs (Chong, Liem, Huan, Kit, & Ang, 2018), achievement goals (Datu & Park, 2019; Duchesne, Larose, & Feng, 2019), implicit theories of ability (Dupeyrat & Mariné, 2005), and personality traits (Komarraju & Karau, 2005) among others have been identified as key predictors of student engagement.…”

Section: Student Engagement In Schoolmentioning

confidence: 99%

The social contagion of student engagement in school

Mendoza

King²

2020

School Psychology International

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Student engagement is a strong predictor of academic achievement and overall school success. Much of the research on engagement has focused on the role of personal psychological antecedents and social factors related to one’s teachers. Relatively fewer studies have focused on the influence of one’s classmates. Drawing on prior work on social contagion, this study aimed to examine whether classmates’ engagement influences one’s engagement. Questionnaires were administered to 848 secondary school students nested within 30 classes. Two waves of data were collected seven months apart. Multilevel modelling showed that a student’s Time 2 engagement was positively predicted by his/her classmates’ engagement at Time 1, providing evidence for the social contagion of engagement. These findings held even after controlling for autoregressor effects and other relevant covariates such as demographic factors and achievement goals. Our results suggest that students’ engagement in school is contagious and could be transmitted among classmates.

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Perceived school kindness and academic engagement: The mediational roles of achievement goal orientations

Cited by 30 publications

References 51 publications

The Blessings of Social-Oriented Virtues: Interpersonal Character Strengths Are Linked to Increased Life Satisfaction and Academic Success Among Filipino High School Students

The Blessings of Social-Oriented Virtues: Interpersonal Character Strengths Are Linked to Increased Life Satisfaction and Academic Success Among Filipino High School Students

Children’s wellbeing and their academic achievement: The dangerous discourse of ‘trade-offs’ in education

The social contagion of student engagement in school

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