The Role of Peer Relationships in Student Academic and Extracurricular Engagement

Juvonen, Jaana; Espinoza, Guadalupe; Knifsend, Casey A.

doi:10.1007/978-1-4614-2018-7_18

Cited by 125 publications

(112 citation statements)

References 70 publications

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“…This brings us to other variables that the literature highlights and that must be considered within the scope of the intervention, especially the teacherstudent relationship, academic activities, the atmosphere of the classroom (Lee, 2010;Pianta, Hamre, & Allen , 2012) and relationships with peers (Juvonen, Espinoza, & Knifsend, 2012). Moreover, the perception of parental support was also shown to be important in greater school success/without retention, which is consistent with the literature (Bempechat, & Shernoff, 2012).…”

Section: Discussionsupporting

confidence: 81%

“…School involvement is associated with a greater propensity for the student to participate in school, to be motivated for school learning and interested in working with peers and teachers (Wolters, & Taylor, 2012), which enhances feelings of belonging and participation, in both school activities and extracurricular activities (Juvonen, Espinoza, & Knifsend, 2012;Pianta, Hamre, & Allen, 2012). The literature argues that more engaged students have better academic results and a lower dropout rate.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Students’ Involvement in School and Parental Support: Contributions to the Socio-Educational Intervention

Felizardo¹,

Cantarinha²,

Alves³

et al. 2016

European Proceedings of Social &Amp; Behavioural Sciences

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Student involvement in the school and the perception of parental support are core variables in the context of studies on personal and school adjustment of children and adolescents and should be considered in the context of socio-educational intervention. In this study, we formulated the following objectives: i) to understand the differences in students' involvement in school and the perception of parental support, according to several sociodemographic and school variables, ii) to analyse the relationship between involvement and the perception of parental support iii) to outline socio-educational intervention strategies in the contexts of children's lives. This is a non-experimental, correlational and cross-sectional study by means of a non-probabilistic convenience sample consisting of 150 children, aged between 10 and 16 years, attending the 2 nd and 3 rd cycles basic education [5 th -9 th years of schooling] attending a school in the central region of Portugal. The data collection instruments were "Students' Engagement in School: a Four-Dimensional Scale -SES-4DS" (Veiga 2013(Veiga , 2016, the "Perceived Parental Support Scale" (Veiga, 2011) and a part with socio-demographic and school questions was added. We found significant differences in overall (and partial) amounts of student involvement and the perception of parental support, depending on the age, gender (in agency and behaviour subscales), school difficulties/retentions and methods of study (time, a place to study and a study schedule). We also found positive and significant relationships between student involvement and perception of parental support. The results are in line with the scientific literature in the field, which highlights the key role of the variables, student involvement and perception of parental support in the academic and psychosocial adjustment of young people. These should be considered in the context of socio-educational intervention. Given the above, we present areas and action strategies promoting parent and student involvement in the educational process.

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Section: Discussionsupporting

confidence: 81%

Section: Introductionmentioning

confidence: 99%

Students’ Involvement in School and Parental Support: Contributions to the Socio-Educational Intervention

Felizardo¹,

Cantarinha²,

Alves³

et al. 2016

European Proceedings of Social &Amp; Behavioural Sciences

View full text Add to dashboard Cite

show abstract

“…Some researchers have also investigated engagement in negative forms of disengagement (Juvonen, Espinosa, & Knifsend, ) or disaffection (Skinner et al., ), which correlate negatively with achievement. Referring to attempts to evade academic work and minimize effort, avoidance has been shown to correlate negatively to reading achievement in elementary school (Baker & Wigfield, ) and middle school (Long, Monoi, Harper, Knoblauch, & Murphy, ).…”

Section: Theoretical Perspectives On Motivation and Engagementmentioning

confidence: 99%

Effects of Classroom Practices on Reading Comprehension, Engagement, and Motivations for Adolescents

Guthrie

Klauda

2014

Reading Research Quarterly

180

163

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We investigated the roles of classroom supports for multiple motivations and engagement in students’ informational text comprehension, motivation, and engagement. A composite of classroom contextual variables consisting of instructional support for choice, importance, collaboration, and competence, accompanied by cognitive scaffolding for informational text comprehension, was provided in four-week instructional units for 615 grade 7 students. These classroom motivational-engagement supports were implemented within integrated literacy/history instruction in the Concept-Oriented Reading Instruction (CORI) framework. CORI increased informational text comprehension compared with traditional instruction (TI) in a switching replications experimental design. Students’ perceptions of the motivational-engagement supports were associated with increases in students’ intrinsic motivation, value, perceived competence, and increased positive engagement (dedication) more markedly in CORI than in TI, according to multiple regression analyses. Results extended the evidence for the effectiveness of CORI to literacy/history subject matter and informational text comprehension among middle school students. The experimental effects in classroom contexts confirmed effects from task-specific, situated experimental studies in the literature.

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“…This process is particularly meaningful for reconnected youth, because youth who have disengaged from learning can be encouraged to build and sustain academic engagement by creating more suitable environments to promote and maintain their engagement. Several factors have been shown to predict academic engagement among students who remain in school, including parent support (Bempechat & Shernoff, ), school and teacher support (Pianta, Hamre, & Allen, ; Wang & Eccles, ), and peer support (Juvonen, Espinoza, & Knifsend, ). Here, we focus on parent and teacher support, because little has been learned about how parent and teacher support differentially predict students’ academic self‐efficacy and engagement among reconnected youth (Fall & Roberts, ).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Social Support and Academic Engagement Among Reconnected Youth: Adverse Life Experiences as a Moderator

Pan

Zaff

Donlan

2017

J of Research on Adolesc

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Using motivational theories of engagement and adopting a multidimensional perspective of academic engagement, the authors investigate the associations among teacher and parent support, students' academic self-efficacy, and academic engagement among a sample of reconnected youth who have returned to academic pursuit after dropping out (N = 938, mean age = 16.50, SD = 1.78). In addition, they examine how youth's adverse life experiences moderate the pathways in this model, an analysis notably missing from much of the academic engagement literature. They find that students' academic self-efficacy mediates parent and teacher support and youth academic engagement. Moreover, participants' adverse life experiences moderate the connections among perceived support from parents, academic self-efficacy, and academic engagement. Implications for practice and future directions are discussed.

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The Role of Peer Relationships in Student Academic and Extracurricular Engagement

Cited by 125 publications

References 70 publications

Students’ Involvement in School and Parental Support: Contributions to the Socio-Educational Intervention

Students’ Involvement in School and Parental Support: Contributions to the Socio-Educational Intervention

Effects of Classroom Practices on Reading Comprehension, Engagement, and Motivations for Adolescents

Social Support and Academic Engagement Among Reconnected Youth: Adverse Life Experiences as a Moderator

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