The role of parent, classmate, and teacher support in student engagement: Evidence from Ghana

Ansong, David; Okumu, Moses; Bowen, Gary L.; Walker, Arthur B. C.; Eisensmith, Sarah R.

doi:10.1016/j.ijedudev.2017.03.010

Cited by 87 publications

(86 citation statements)

References 51 publications

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“…The adolescents viewed their teachers as role models and sources of encouragement. In contrast, the results from a cross‐sectional study with 135 students between 12 and 23 years in Ghana showed that teacher support was neither a mediator nor a direct predictor of student engagement (Ansong et al ., ). Based on these limited and mixed findings, it remains unclear what the effects of teacher support on students’ educational outcomes are in the sub‐Saharan African context (Ansong et al ., ).…”

Section: Introductionmentioning

confidence: 97%

“…In contrast, the results from a cross‐sectional study with 135 students between 12 and 23 years in Ghana showed that teacher support was neither a mediator nor a direct predictor of student engagement (Ansong et al ., ). Based on these limited and mixed findings, it remains unclear what the effects of teacher support on students’ educational outcomes are in the sub‐Saharan African context (Ansong et al ., ). As a result, further studies investigating the relationship between teacher support and educational outcomes in sub‐Saharan African countries are needed to shed light on this question.…”

Section: Introductionmentioning

confidence: 97%

“…Teachers can provide different types of support to students with studies often focusing upon academic support and/or emotional support (Ahmed, Minnaert, Van der Werf, & Kuyper, ; Ansong, Okumu, Bowen, Walker, & Eisensmith, ; Brewster & Bowen, ; Rudasill, Gallagher, & White, ; Zee, Koomen, & Van Der Veen, ; Zhang, Haddad, Torres, & Chen, ). Academic support refers to a variety of resources – interpersonal, emotional, cognitive, behavioural, and instrumental – contributing to student academic achievement and school success (Chen, ).…”

Section: Introductionmentioning

confidence: 99%

“…Despite the strong evidence of the existence of both direct and risk‐mitigating effects from teacher support on student outcomes using normative samples in high‐income countries (HIC), there is much less evidence investigating both disadvantaged students in HIC and students in low‐ and middle‐income countries (LMIC) (Ansong et al ., ; Brewster & Bowen, ; Dass‐Brailsford, ; Theron & Theron, ). Literature from sub‐Saharan Africa suggests that in the face of multiple challenges such as poverty, violence, and HIV/AIDS, schools and teachers can play an important role contributing to the resilience of disadvantaged children and adolescents (Dass‐Brailsford, ; Theron & Theron, ).…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Exposure to violence, teacher support, and school delay amongst adolescents in South Africa

Romero

Hall

Cluver

2018

Brit J of Edu Psychol

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Section: Introductionmentioning

confidence: 97%

Section: Introductionmentioning

confidence: 97%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Exposure to violence, teacher support, and school delay amongst adolescents in South Africa

Romero

Hall

Cluver

2018

Brit J of Edu Psychol

View full text Add to dashboard Cite

show abstract

“…Bronfenbrenner argued that the interconnections within and between elements of each system have a profound effect on child development and on their ability to engage with learning. This model has been used to inform and guide a range of research on child learning and parent engagement (eg, Ansong, Okumu, Bowen, Walker, & Eisensmith, ; Heatly & Votruba‐Drzal, ). Schwab’s () framework of curriculum redevelopment has also been used to guide parent engagement research (eg, Willis, Povey, Hodges, & Carroll, ), which includes four interconnected dimensions: curriculum, students, teachers and milieus (school, classrooms, family/parents, community).…”

Section: Literature Reviewmentioning

confidence: 99%

Flipped learning and parent engagement in secondary schools: A South Australian case study

Bond¹

2019

Brit J Educational Tech

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Parent involvement in and engagement with children's learning has been shown to strongly influence student achievement, engagement, motivation and school completion. However, parent involvement decreases once students reach middle school, as subject content gets harder, the number of teachers increases, and students are less likely to share their homework and learning with parents. To this end, the flipped learning (FL) approach has received growing attention, with evidence of improved higher order thinking and collaborative skills and increased transparency for parents. This paper explores school leader, parent, student and teacher perceptions of the FL approach, through the lens of a 1-year case study of two rural South Australian schools, in order to uncover how the approach affects parent engagement. Findings reveal that, whilst stakeholders feel that the flipped approach is beneficial for absent students, to reinforce content and increase student responsibility, it has not yet improved transparency for parents, with a disconnect between what schools think parents know and are engaging in, and the actual level of parent engagement in student learning. Recommendations for schools implementing the FL approach are provided against a bioecological model, adapted for this study. of students, teachers and parents, this paper is an important addition to the literature, drawing together research on student engagement, parent involvement and engagement and FL, through a sociocultural lens. Literature review Student engagementDeveloping and enhancing student engagement (SE) is a key goal of educators and it has been the subject of much debate in educational research, owing to its complex and multifaceted nature (Appleton, Christenson, & Furlong, 2008;Eccles, 2016). For the purposes of this study, SE is defined as: the energy and effort that students employ within their learning community, observable via any number of behavioural, cognitive or affective indicators across a continuum. It is shaped by a range of structural and internal influences, including the complex interplay of relationships, learning activities and the learning environment. The more students are engaged and empowered within their learning community, the more likely they are to channel that energy back into their learning, leading to a range of short and long term outcomes, that can likewise further fuel engagement.

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How parental socioeconomic status contribute to children's sports participation in China: A cross‐sectional study

Xia

Zhou

2020

Journal Community Psychology

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Socioeconomic status (SES) is an important factor contributing to health inequality. This study aimed to investigate factors that predict junior school students' sports participation, identify the mechanisms underlying transmission of social resources and assess the mediating effects of classmate support and parental involvement on the relationship between parental SES and children's sports participation. 4829 males and 4536 females (mean age = 13.56 years, standard deviation = 0.686 years) participated in the study. Multivariate regression was adopted to analyze the determinants of junior school students' sports participation and multiple mediation analyses were used to analyze the hypothesized model. The results indicated that parental SES is significantly and directly correlated with junior school students' sports participation. In addition, parental SES has a significant indirect effect on sports participation through classmate support and parental involvement. Furthermore, the mediation effect of classmate support on the association between parental SES and sports participation is stronger than that of parental involvement. To promote and facilitate the participation of junior school students', strategies should be developed by government and social workers to strengthen classmate support and parental involvement.

show abstract

The role of parent, classmate, and teacher support in student engagement: Evidence from Ghana

Cited by 87 publications

References 51 publications

Exposure to violence, teacher support, and school delay amongst adolescents in South Africa

Exposure to violence, teacher support, and school delay amongst adolescents in South Africa

Flipped learning and parent engagement in secondary schools: A South Australian case study

How parental socioeconomic status contribute to children's sports participation in China: A cross‐sectional study

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