The Influence of Students School Engagement on Learning Achievement: A Structural Equation Modeling Analysis

Wonglorsaichon, Bonggoch; Wongwanich, Suwimon; Wiratchai, Nonglak

doi:10.1016/j.sbspro.2014.01.467

Cited by 53 publications

(61 citation statements)

References 17 publications

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“…As a new professor with a heavy teaching load of fifteen credit hours, the first author chose to follow this advice. Previous research (Wonglorsaichon, Wongwanich, & Wiratchai, 2014) has identified that student engagement in, and motivation for, learning increases achievement. With this knowledge in mind, the authors chose to start their UDL exploration by focusing on the affective network, with the plan to address both the strategic and recognition networks in later semesters.…”

Section: Framing the Studymentioning

confidence: 99%

Engaging Graduate Students in the Online Learning Environment: A Universal Design for Learning (UDL) Approach to Teacher Preparation

Lohmann¹,

Boothe²,

Hathcote³

et al. 2018

Networks: An Online Journal for Teacher Research

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Today's classroom is more diverse than ever; it is imperative that universities find solutions for meeting these diverse learning needs. One potential solution is Universal Design for Learning (UDL), which is a promising practice in the K-12 classroom. UDL is a framework for teaching and learning that is based on the idea that diversity among students is predictable and systematic adjustments to the curriculum should be made based on that predictability. While there is strong research supporting the use of UDL for traditional K-12 classrooms, there is little research regarding its implementation in the online university teacher preparation classroom. This action research study explores the use of UDL for increasing student engagement in the online Special Education teacher preparation courses for one university faculty member. The authors seek to better understand the use of UDL in the university setting by examining the impact of engagement strategies in online Special Education teacher preparation courses. Results of this action research, as well as implications for the authors, are discussed.

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Section: Framing the Studymentioning

confidence: 99%

Engaging Graduate Students in the Online Learning Environment: A Universal Design for Learning (UDL) Approach to Teacher Preparation

Lohmann¹,

Boothe²,

Hathcote³

et al. 2018

Networks: An Online Journal for Teacher Research

View full text Add to dashboard Cite

show abstract

“…Wang, Bergin, and Bergin () defined engagement as “student's active involvement in classroom learning activities” that includes “attention, interest, investment, and effort students expend in the work of learning” (p.517). Wonglorsaichon, Wongwanich, and Wiratchai () defined engagement as “students’ expression of opinions or attitudes and behaviors” (p. 1749). Characteristics exhibited by engaged students include participation in class activities, being attentive, showing interest in the class learning, and being effortful (Reyes, Brackett, Rivers, White, & Salovey, ).…”

Section: Review Of Literaturementioning

confidence: 99%

“…Students lacking motivation and engagement have most likely not had their psychological needs met in the classroom, had lower levels of engagement (Wonglorsaichon et al, ) and achievement (Roorda, Koomen, & Oort, ). Prior research indicated that quality of TSR had an impact on engagement, academic adjustment (Hughes, ), achievement (Petty, Wang, & Harbaugh, ), emotional and behavioral adjustment (Liu, Li, Chen, & Qu, ), and on relationships (Roorda et al, ).…”

Section: Review Of Literaturementioning

confidence: 99%

The impact of teacher–student relationships and classroom engagement on student growth percentiles of 7th and 8th grade students

Dennie

Acharya

Greer

et al. 2019

Psychology in the Schools

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The study examined the extent that teacher–student relationships (TSR) influenced basic psychological needs, engagement, and student growth using the self‐systems process model as a framework using structural equation modeling. Based on prior research, it was hypothesized that context (TSR) influenced self (basic psychological needs), which influenced action (engagement), and consequently, influenced outcome (student score and grade point average‐GPA). The findings of the study supported prior research that a TSR positively influenced levels of engagement in the classroom and, consequently, student outcomes as measured by classroom grade point average (GPA) and standardized assessment results. Using an identical methodological setup that substituted student growth percentiles (SGP) for scale scores, it was determined that TSR, basic psychological need satisfaction, and level of engagement do not influence SGP. Implications and potential contributions are discussed.

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“…Alguns estudos (Abrantes, 2003;Croll, Attwood, Fuller & Last, 2008;Parreiral, 2015;Perrenoud, 1995;Santos, 2007;Teixeira, 2010;Wonglorsaichon, Wongwanich & Wiratchai, 2014) evidenciam que o sentido que os alunos atribuem ao seu trabalho escolar não é dado à partida, mas antes se constrói a partir de uma cultura, valores e múltiplas representações. Constrói-se nas relações, interações e ações que os alunos estabelecem com o saber, com os outros (professores, colegas e família) e com a própria escola, dando forma à identidade social do aluno, que não decorreria apenas da mera inserção na condição de estudante, socialmente consagrada e, por isso, com lugar reservado na sociedade, mas que decorre também da forma como o "ofício de aluno", usando a expressão de Perrenoud (1995), é exercido e da própria classificação escolar correspondente.…”

Section: Conclusãounclassified

“…A literatura mostranos que os pais, os amigos e os professores são importantes na promoção do envolvimento cognitivo, emocional e comportamental dos alunos, os quais, por meio de opiniões, atitudes ou comportamentos revelam o seu nível motivacional para com a escola e as atividades escolares (Cherng, Calarco & Kao, 2013;Croll, Attwood, Fuller & Last, 2008;Dalun, Hsu, Kwok, Benz & Bowman-perrot, 2011;Parreiral, 2015;Taylor, Hunter, Melton & Goodwin, 2011;Wonglorsaichon, Wongwanich & Wiratchai, 2014).…”

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Família e contrução de projetos de escolarização, perspetivas de alunos e professores

Parreiral

2017

R Est Inv Psico y Educ

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ResumoEstudos relatam que a parceria dos pais com a escola, facilitadora de trajetos escolares bem sucedidos, ocupa um lugar central nas práticas educativas parentais. Através de um estudo de caso e de uma metodología qualitativa, confrontaram-se perceções de alunos e de professores sobre o interesse, participação e acompanhamento dos pais na escola e nas tarefas escolares dos filhos. Concluiu-se que a carencia de uma "docentização" parental impede os pais de um maior conhecimento da vida escolar dos seus filhos, e a falta de uma "alunização familiar", para a construção de projetos escolares, pode canalizar os alunos ao abandono escolar precoce. Palavras chave: relação escola-família, projetos de escolarização, sucesso escolar. AbstractStudies report that the parental partnership with the school, which facilitates successful schooling, occupies a central place in parental educational practices. Through a case study and a qualitative methodology, perceptions of students and teachers about the interest, participation and accompaniment of the parents in the school and in the children's school tasks were confronted. It was concluded that the lack of parental "docentization" prevents parents from a greater knowledge of the school life of their children, and the lack of "family alunization" for the construction of school projects can channel students to school dropout precocious.

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The Influence of Students School Engagement on Learning Achievement: A Structural Equation Modeling Analysis

Cited by 53 publications

References 17 publications

Engaging Graduate Students in the Online Learning Environment: A Universal Design for Learning (UDL) Approach to Teacher Preparation

Engaging Graduate Students in the Online Learning Environment: A Universal Design for Learning (UDL) Approach to Teacher Preparation

The impact of teacher–student relationships and classroom engagement on student growth percentiles of 7th and 8th grade students

Família e contrução de projetos de escolarização, perspetivas de alunos e professores

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