School Engagement, Academic Achievement, and Positive Youth Development

Chase, Paul A.; Warren, Daniel; Lerner, Richard M.

doi:10.1007/978-3-319-17166-1_4

Cited by 25 publications

(20 citation statements)

References 28 publications

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“…Studies such as these, that reported a significant association between TSRs and engagement, do not necessarily contradict statistically nonsignificant associations in other studies of comparable variables. Instead, this review further emphasizes the need to consider the complexity of the multiple influences on students' engagement (Chase et al, 2015); in some instances, TSRs may not be as important as other individual, family, peer, and school factors.…”

Section: Teacher-student Relationships and Associations With Multiplementioning

confidence: 99%

“…It encompasses as an overarching educational ethos that it is desirable for all students to be psychologically engaged, active participants in school, who also value and enjoy the experiences of learning at school (Eccles et al, 1993;Lawson & Lawson, 2013). Increasingly, it is acknowledged that students who are engaged at school are more likely to experience academic success and positive adolescent development outcomes (Chase, Warren, & Lerner, 2015;Jimerson, Campos, & Greif, 2003).…”

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confidence: 99%

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Longitudinal and Contextual Associations Between Teacher–Student Relationships and Student Engagement

Quin

2016

Review of Educational Research

330

219

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This systematic review examined multiple indicators of adolescent students’ engagement in school, and the indicators’ associations with teacher–student relationships (TSRs). Seven psychology, education, and social sciences databases were systematically searched. From this search, 46 published studies (13 longitudinal) were included for detailed analysis. Cross-sectional studies showed better quality TSRs were associated with enhanced engagement in school. These associations with TSRs were demonstrated among multiple indicators of student engagement (i.e., psychological engagement, academic grades, school attendance, disruptive behaviors, suspension, and dropout). Similar associations were found in longitudinal studies. Longitudinal and cross-sectional associations remained when covariates from the individual, family, school, and teacher contexts known to influence student engagement were controlled for. TSRs were shown to have an important but not exclusive role in their association with a comprehensive range of indicators of student engagement.

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Section: Teacher-student Relationships and Associations With Multiplementioning

confidence: 99%

mentioning

confidence: 99%

Longitudinal and Contextual Associations Between Teacher–Student Relationships and Student Engagement

Quin

2016

Review of Educational Research

330

219

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“…For example, Dotterer and Lowe (2011) found that classroom context is an important predictor of school engagement. With some important exceptions ( Chase et al, 2015 ), the present study explored the effect of prior achievement on school engagement. Consistent with the findings in the Western societies ( Chase et al, 2014 ), we found that Chinese high school student’s prior achievement significantly predicted their behavioral, emotional, and cognitive school engagement.…”

Section: Discussionmentioning

confidence: 99%

Incremental Theory of Intelligence Moderated the Relationship between Prior Achievement and School Engagement in Chinese High School Students

Zhou

Zhang

et al. 2017

Front. Psychol.

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School engagement plays a prominent role in promoting academic accomplishments. In contrast to the relative wealth of research that examined the impact of students’ school engagement on their academic achievement, considerably less research has investigated the effect of high school students’ prior achievement on their school engagement. The present study examined the relationship between prior achievement and school engagement among Chinese high school students. Based on the Dweck’s social-cognitive theory of motivation, we further examined the moderating effect of students’ theories of intelligence (TOIs) on this relationship. A total of 4036 (2066 girls) students from five public high school enrolled in grades 10 reported their high school entrance exam achievement in Chinese, Math and English, school engagement, and TOIs. Results showed that (a) students’ prior achievement predicted their behavioral, emotional, and cognitive engagement, respectively, and (b) the association between prior achievement and behavioral, emotional, and cognitive engagement is strong for students with an incremental theory but not for those with an entity theory in the emotional and cognitive engagement. These findings suggest that prior achievement and incremental theory were implicated in relation to adolescents’ school engagement. Implications and future research directions were discussed.

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“…The academic performance of gifted students in this study is influenced by the involvement of gifted students in extracurricular activities. More and more, it is recognized that students involved in school activities are more likely to experience academic success and positive outcomes of adolescent development (Chase, Warren, & Lerner, 2015). Student involvement is also a good predictor of children's long-term academic achievements (Skinner et al, 1998) and graduation rates (Connell, Spencer, & Aber, 1994).…”

Section: Mean Ratings On the List Of Teacher Characteristicsmentioning

confidence: 99%

“…Some studies suggest that students who are involved in school are more likely to experience academic success and positive adolescent development outcomes (Chase, Warren, & Lerner, 2015;Jimerson, Campos, & Greif, 2003). Akessa and Dhufera (2015) stated that the poor teacher competency in schools contributes to poor student academic performance, and, conversely, good academic performance will result from good teacher competencies.…”

Section: Introductionmentioning

confidence: 99%

Teacher Characteristics and Gifted Student Engagement as Influencing Factors on Academic Performance in Junior High School

Susantya¹,

Hawadi²

2019

Proceedings of the 2nd International Conference on Intervention and Applied Psychology (ICIAP 2018)

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Gifted students have enormous potential that needs to be nurtured. Additionally, gifted students also have special needs in the academic field that must be met to optimally develop their potential. The teacher holds the most important role in developing this potential. Academic performance is strongly influenced by an educator's teaching style and how he or she interacts with gifted students. If the characteristics of the teacher are appropriate, he or she will attract students to be engaged in learning. Increased student engagement produces maximum academic performance for gifted students. This study aims to determine the needs of gifted students, the characteristics of teachers of gifted students, how students' engagement in the classroom relates to teacher characteristics, and how classroom engagement affects the academic performance of gifted students. This study uses quantitative methods; the instruments used are the Adapted Feldhusen's Checklist for Teacher Characteristics Questionnaire and the Student Engagement Questionnaire. Academic performance is measured by grade point average. The results showed that gifted students were most affected by teachers' personal attributes (M = 4.25) compared to other characteristic dimensions. Meanwhile, according to the teacher, the most significant characteristic is philosophical ideals (M = 4.24). Additionally, students reported that having a teacher with characteristics that suit their academic needs leads to higher involvement in the classroom and better academic performance. The interaction between teacher characteristics and gifted student engagement influences academic performance (0.018).

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School Engagement, Academic Achievement, and Positive Youth Development

Cited by 25 publications

References 28 publications

Longitudinal and Contextual Associations Between Teacher–Student Relationships and Student Engagement

Longitudinal and Contextual Associations Between Teacher–Student Relationships and Student Engagement

Incremental Theory of Intelligence Moderated the Relationship between Prior Achievement and School Engagement in Chinese High School Students

Teacher Characteristics and Gifted Student Engagement as Influencing Factors on Academic Performance in Junior High School

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