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

Prata, Maria José; Oliveira, Albertina Lima de; Veiga, Feliciano Henriques

doi:10.1016/j.psicoe.2018.12.001

Cited by 6 publications

(7 citation statements)

References 60 publications

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“…Further elements about the psychometric properties of the instrument used are as follows: cognitive, CR = .75, AVE = .53, McDonald's (omega) = .71; affective, CR = .82, AVE = .59, McDonald's = .79; behavioral, CR = .91, AVE = .49, McDonald's = .90; and agentic, CR = .88, AVE = .53 and McDonald's = .87. These values are similar to those found in precedent studies with the SES-4DS (Prata, Festas, Oliveira, & Veiga, 2019;Veiga, 2016. Gender invariance in the SES-4DS was tested and the values obtained (such as ∆ CFI .01) were lower than the threshold indicated by Cheung and Rensvold (2002).…”

Section: Student Engagementsupporting

confidence: 78%

“…One important implication from this study is that immigrant adolescents need specific support, especially in early adolescence, to improve cognitive engagement (self-regulatory and learning abilities), and agentic engagement (to show initiative and to make proposals). School psychologists can consider these processes and contexts in a joint work with teachers and parents throughout adolescence (Eric & Yu-Lung, 2016;Luengen et al, 2021;Özdemir et al, 2021;Prata et al, 2019;Reeve & Shin, 2020;Veiga et al, 2009). Supports that encourage a shift from stagnant to increased engagement for students over the course of adolescence are proposed (Council of Europe, 2016;Covell et al, 2017;OECD, 2015).…”

Section: Discussionmentioning

confidence: 99%

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Do students with immigrant and native parents perceive themselves as equally engaged in school during adolescence?

et al. 2021

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Student engagement in school needs to be considered when comparing immigrant and native students, particularly at a time of increasing migratory movements throughout the world. Differences in cognitive, affective, behavioral, and agentic student engagement dimensions were examined for students with immigrant and native parents, and for early and middle adolescence. A four-dimensional measure of student engagement was completed by 643 students (52.7% women). Results indicated that: students with native parents present higher cognitive and agentic engagement than students with immigrant parents; early adolescents are more cognitively engaged than middle adolescents; early adolescents with native parents present higher cognitive engagement than early adolescents with immigrant parents and middle adolescents. These results contribute to knowledge advancement, enhancing the understanding of student engagement with immigrant and native parents during early and middle adolescence, which might stimulate additional research moving towards a more inclusive school. Based on the findings and conclusions from this study, possibilities for future research and political-educational recommendations are presented.

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Section: Student Engagementsupporting

confidence: 78%

Section: Discussionmentioning

confidence: 99%

Do students with immigrant and native parents perceive themselves as equally engaged in school during adolescence?

et al. 2021

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“…Whereas experiencing helpful peers may be a fleeting, superficial interaction, regularly socializing with a few close friends is more meaningful and has a deeper, lasting impact on the development of an adolescent, which includes their propensity to engage in deviant behaviors. The extant literature on adolescent development details the strong influence peers have on areas of adolescent development such as self-concept, academic aptitude, and deviant behavior [25,[35][36][37][38].…”

Section: Discussionmentioning

confidence: 99%

Physical Fighting among School-Attending Adolescents in Pakistan: Associated Factors and Contextual Influences

Shaikh

Abio

Celedonia

et al. 2019

IJERPH

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Background: Adolescent physical fighting is a problem of public health importance, with varied consequences in the form of school absenteeism, injury, and, in some cases, death. Although research on risk and protective factors exists, most has been conducted in high-income countries. Methods: The 2009 Pakistan Global School-based Health Survey (GSHS) data were used. Logistic regression models were used to determine the associations. Five independent variables were investigated at the individual level (anxiety, suicide planning, truancy, physical activity, and bullying victimization) and four independent variables at the social level (presence of supportive parental figures, presence of helpful peers, extent of social network, and food insecurity). Results: Among adolescents in this study (N = 5177), 20% reported being involved in two or more physical fights, most of whom were males (79.9%). The factors associated with physical fighting were: being male (OR = 2.78); bullying victimization (OR = 3.14); truancy (OR = 1.63), loneliness (OR = 1.44); and suicidality, as evidenced by having a suicide plan (OR = 1.75). Having few close friends (0–2) as opposed to more (>3) was found to be protective against engaging in physical fighting. Conclusion: Risk factors for physical fighting among adolescents in South Asia seem to corroborate with previously-identified risk factors using samples in high-income countries, while protective factors seemed to differ. More research needs to be conducted to understand why certain factors do not have the same protective effect among South Asian adolescents. Aim: The aim of this study was to examine demographic and contextual factors associated with physical fighting among a nationally representative sample in a rapidly developing South Asian context.

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“…It offers several benefits to boost students' learning. Based on the findings from Navarro-Pablo and Gallardo-Saborido (2015), Gillies et al (2016), Prata et al (2019) cooperative learning model is recognized as an effective learning model and sound pedagogical approach to promote and socialize learning among students in any level of education. This model allows the learner to collaborate to achieve the shared goal and work together to achieve the goal that they cannot achieve if they work individually.…”

Section: Cooperative Learning Modelmentioning

confidence: 99%

Investigating Cooperative Learning Model Based on Interpersonal Intelligence on Language Learners Skill to Write Article

Sutarman¹,

Sunendar²,

Mulyati³

2019

INT J INSTRUCTION

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This study aims to investigate and create a writing learning process that can generate both motivation and results from writing activities. The effectiveness of this model can be seen from students' improvement both the quality of the process and the results of writing learning. Based on preliminary study, this study found a number of data about writing learning. The findings covered students' low writing ability, their learning was still results-oriented rather than process, the learning approach is individual and has not optimized the potential of student interaction and collaboration, and the was only one draft as a product. To overcome the issues mentioned, this study proposes the model of cooperative learning based on interpersonal intelligence. The study applied quasi-experimental, with control groups and experimental groups given pretests and posttests. This study found that there was a significant increase in students' article writing ability. Their development in writing ability can be seen from aspects of content, organization, language, writing mechanics. In terms of the principle content of interpersonal skills, they experienced a significant increase. The implication of this study is to enable language teachers to deliver writing skill teaching to their language learners especially in their article writing.

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

Cited by 6 publications

References 60 publications

Do students with immigrant and native parents perceive themselves as equally engaged in school during adolescence?

Do students with immigrant and native parents perceive themselves as equally engaged in school during adolescence?

Physical Fighting among School-Attending Adolescents in Pakistan: Associated Factors and Contextual Influences

Investigating Cooperative Learning Model Based on Interpersonal Intelligence on Language Learners Skill to Write Article

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