scholarly journals All better than being disengaged: Student engagement patterns and their relations to academic self-concept and achievement

2020 ◽  
Author(s):  
Katharina Schnitzler ◽  
Doris Holzberger ◽  
Tina Seidel
Keyword(s):  
High School Students ◽  
Student Engagement ◽  
Latent Profile Analysis ◽  
Profile Analysis ◽  
Self Concept ◽  
Emotional Engagement ◽  
School Students ◽  
Post Test ◽  
High Engagement ◽  
Better Than

Abstract Student participation and cognitive and emotional engagement in learning activities play a key role in student academic achievement and are driven by student motivational characteristics such as academic self-concept. These relations have been well established with variable-centered analyses, but in this study, a person-centered analysis was applied to describe how the different aspects of student engagement are combined within individual students. Specifically, we investigated how the number of hand-raisings interacts with student cognitive and emotional engagement in various engagement patterns. Additionally, it was analyzed how these engagement patterns relate to academic self-concept as an antecedent and achievement as an outcome. In an empirical study, high school students (N = 397) from 20 eighth-grade classrooms were surveyed and videotaped during one mathematics school lesson. The design included a pre- and post-test, with the videotaping occurring in between. Five within-student engagement patterns were identified by latent profile analysis: disengaged, compliant, silent, engaged, and busy. Students with higher academic self-concept were more likely to show a pattern of moderate to high engagement. Compared with students with low engagement, students with higher engagement patterns gained systematically in end-of-year achievement. These findings illustrate the power of person-centered analyses to illuminate the complexity of student engagement. They imply the need for differentiation beyond disengaged and engaged students and bring along the recognition that being engaged can take on various forms, from compliant to busy.

scholarly journals School Engagement, Academic Achievement, and Self-Regulated Learning

2021 ◽  
Vol 13 (6) ◽  
pp. 3011
Author(s):  
Iris Estévez ◽  
Carolina Rodríguez-Llorente ◽  
Isabel Piñeiro ◽  
Rocío González-Suárez ◽  
Antonio Valle
Keyword(s):  
School Engagement ◽  
Latent Profile Analysis ◽  
Profile Analysis ◽  
Self Regulation ◽  
Three Dimensions ◽  
Emotional Engagement ◽  
School Students ◽  
Self Regulated Learning ◽  
Regulatory Behavior ◽  
High Engagement

School engagement occupies a place of reference in recent educational psychology research owing to its potential to address poor school results and school dropout rates. However, there is a need for a unifying theoretical framework. The study proposed the characterization of school engagement and explored the extent to which different profiles are associated with academic performance and self-regulation. With a sample of 717 5th and 6th year primary school students, this study was carried out via the latent profile analysis (LPA). Two groups of low school engaged students—one characterized by low behavioral engagement (5.02%) and the other by low emotional engagement (6.55%)—were distinguished. The majority of participants showed moderately high (31.95%) or moderate (56.48%) levels of school engagement in its three dimensions. Students with high engagement had the best grades and managed their time and study surroundings better, were the most strategic in seeking information, and showed less maladaptive regulatory behavior. The differences between students exhibiting low behavioral and emotional engagement and those exhibiting moderate levels in these dimensions may center upon the management of contextual resources and management of information and help. This research supports the need to approach the study of school engagement by observing the combination of its emotional, behavioral, and cognitive dimensions.

A Comparative Analysis of Student Engagement in Career Academies and a Comprehensive High School

2019 ◽  
Vol 44 (2) ◽  
pp. 144-176 ◽  
Author(s):  
Edward Fletcher ◽  
Tony Xing Tan ◽  
Victor M. Hernandez-Gantes
Keyword(s):  
High School ◽  
High School Students ◽  
Student Engagement ◽  
Comprehensive School ◽  
Emotional Engagement ◽  
Career Academies ◽  
Comprehensive High School ◽  
Career Academy ◽  
School Students ◽  
Diverse Backgrounds

The purpose of this study was to compare the student engagement of career academy students to those at a traditional comprehensive high school. We operationalized student engagement using a multi-dimensional construct comprised of behavioral, cognitive, and emotional measures. Based on data from 669 career academy students and 614 comprehensive school students, we found that academy students had significantly higher levels of cognitive and emotional engagement than those at comprehensive schools. However, we found no statistically significant differences in the levels of behavioral engagement of academy students compared to comprehensive school students. Based on our findings, participation in the academy model has the potential to increase high school students' levels of cognitive and emotional engagement, particularly those from underrepresented and ethnically and racially diverse backgrounds.

scholarly journals Inhibition and individual differences in behavior and emotional regulation in adolescence

2021 ◽  
Author(s):  
Chiara Malagoli ◽  
Carlo Chiorri ◽  
Laura Traverso ◽  
Maria Carmen Usai
Keyword(s):  
High School Students ◽  
Individual Differences ◽  
Emotional Regulation ◽  
Latent Profile Analysis ◽  
Profile Analysis ◽  
Stop Signal Task ◽  
Typically Developing ◽  
School Students ◽  
Psychological Variables ◽  
Regulation Strategies

AbstractThe Impulsivity/Reflexivity issue in inhibitory control ability has seldom been investigated in terms of individual differences in typically developing populations. Although there is evidence of changes in executive functioning (EF), including inhibition, in adolescence, very little is known about the role of individual differences. Using the data from 240 14-to-19-year-old high school students who completed a battery of EF tasks (Flanker, Go No-Go, Antisaccade, and Stop signal task), measures of emotion regulation strategies and behavioral difficulties, we performed a latent profile analysis to identify qualitatively distinct score profiles. The results showed the existence in adolescence of two inhibition profiles, Impulsive vs Reflexive, differing in performances at the inhibition tasks. The two profiles were not associated with socio-demographic characteristics, or to psychological variables, such as behavioral characteristics and emotional regulation strategies.

scholarly journals Enhancing Students’ Vocabulary through Authentic Materials and Multimedia

2020 ◽  
Vol 5 (2) ◽  
pp. 1-16
Author(s):  
Marlin Steffi Marpaung ◽  
Hardi Jhon Pinondang Situmeang
Keyword(s):  
High School Students ◽  
Learning Process ◽  
Teaching And Learning ◽  
Vocabulary Knowledge ◽  
Fundamental Aspect ◽  
School Students ◽  
Authentic Materials ◽  
Post Test ◽  
The Mean ◽  
Better Than

Vocabulary is the fundamental aspect in learning English. Without adequate vocabulary learners find it difficult to communicate, express ideas or opinion, comprehend simple text, and listen to instruction. Authentic materials refers to pictures, photographs, video selection and radio. This study sought to find out the following questions: How is the vocabulary ability of students who were taught using authentic materials through multimedia and authentic materials only? Is the vocabulary enhancement of those students who are taught using authentic materials through multimedia is better than those students who are taught using authentic materials? What are the students’ responses toward the use of authentic materials and multimedia? The study was quantitative research method and a comparative design by using pre-test and post-test. The populations of this study were 10th grade of senior high school students where they are divided into two groups, the first group were taught using authentic materials through multimedia and the second group were taught using authentic materials. The instruments used in this study were vocabulary test and questionnaire. The result of this study showed that both groups has enhanced the vocabulary ability with the mean score of pre-test was 53.93 for authentic materials through multimedia and 59.97 for authentic materials. It indicated that the initial ability of the authentic materials group was higher than the authentic materials through multimedia group. Therefore, the mean score of the post-test was 73.80 for the authentic materials through multimedia group and 70.83 for the authentic materials group. It showed that the result of the authentic materials through multimedia group was better than the authentic materials group. The students’ responses toward the use of authentic materials through multimedia were 80% positive and only 3,3% positive response towards the use of authentic materials. The conclusion of this study is the use of authentic materials through multimedia is very effective to enhance students’ vocabulary knowledge. Furthermore, suggestion for the English teachers, it is recommended to use authentic materials through multimedia to teach and enhance students’ vocabulary knowledge.  It is very effective technique to be applied at the classroom and to make the students engage on the teaching and learning process. Meanwhile, teachers need to prepare the material needed ahead since it is time consuming and ensure the school has provided enough facility especially computers, projector and internet access to support the learning process.

scholarly journals The relationship between school climate and students’ engagement at school

2020 ◽  
Vol 52 (2) ◽  
pp. 233-274
Author(s):  
Dejan Djordjic
Keyword(s):  
High School Students ◽  
School Climate ◽  
Student Engagement ◽  
Emotional Engagement ◽  
School Life ◽  
School Students ◽  
Teacher Student ◽  
Climate Scale ◽  
Novi Sad ◽  
The Relationship

The school climate is a construct that can adequately represent the quality of school life. School climate is the sum of perceptions of teachers, parents, students and administration about different aspects of school functioning and has an impact on their lives. The aim of the research was to determine the relationship between the school climate and student engagement. The sample consists of 332 high school students from Sombor and Novi Sad. The Delaware School Climate Scale was used, namely the School Climate and Student Engagement subscales. Prior to data processing, a confirmatory factor analysis was performed to confirm the latent dimensionality of the used instruments. Then, descriptive indicators were presented. According to descriptive indicators students assess the school climate moderately, and on average they are more cognitively/behaviourally engaged than emotionally. The intercorrelation table indicates low to moderate correlations between variables. In order to respond to the aim of the study, two multiple regression analyses were performed. Regression analysis shows that teacher student relations are statistically sig?nificant predictor of all three types of student engagement, while fairness of school rules appears as a statistically significant predictor of cognitive/behavioural student engagement, and the factor respect for diversity of students? emotional engagement. Similar results are found in other studies conducted around the world.

scholarly journals Validitas dan Reliabilitas Skala Student Engagement

2020 ◽  
Vol 11 (2) ◽  
pp. 139
Author(s):  
Mahmud Junianto ◽  
Khoiruddin Bashori ◽  
Nurul Hidayah
Keyword(s):  
High School Students ◽  
Student Engagement ◽  
Discriminant Validity ◽  
Sampling Technique ◽  
Emotional Engagement ◽  
Measurement Tool ◽  
Measuring Instruments ◽  
Measuring Instrument ◽  
Validity And Reliability ◽  
School Students

Research on student engagement has been incrase in recent years. Therefore, to determine the high or low level of student engagement, a valid and reliable measuring instrument is required. This means that the measuring instrument of student engagement must measure only the construct of student engagement reliably and consistently in measurement. The purpose of this research was to test the validity and reliability of the student engagement construct based on Fredrick et al theory. The components of student engagement that are used as a reference for making measuring instruments consist of behavioral engagement, emotional engagement, and cognitive behavior. The study was conducted on 100 high school students using a proportional sampling technique. The measuring instrument is constructed using a semantic differential scaling model. The validity and reliability test used the confirmatory factor analysis (CFA) approach with the help of PLS 3.2.9 software. The results showed that the student attachment measurement tool was declared valid and reliable to be used as a measuring tool. The convergent and discriminant validity tests have met the standards, with loading factor score value of P> 0.5, while the Cronbach alpha reliability score is 0.753 and the composite reliability is 0.835. This measuring instrument is also declared fit with an RSMR value of 0.033. 7 items dropped out of the 18 items tested. Keywords :Student Engagement, Validity,Reliability, Measurement

scholarly journals A Latent Profile Analysis of Anxiety among Junior High School Students in Less Developed Rural Regions of China

2020 ◽  
Vol 17 (11) ◽  
pp. 4079
Author(s):  
Xiaotong Wen ◽  
Yixiang Lin ◽  
Yuchen Liu ◽  
Katie Starcevich ◽  
Fang Yuan ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Latent Profile Analysis ◽  
Junior High ◽  
Profile Analysis ◽  
Junior High School Students ◽  
School Students ◽  
Severe Anxiety ◽  
Latent Profile

The purpose of this study is to understand the potential types of anxiety among middle school students by analyzing the current situation of middle school students’ anxiety and its influencing factor. This study used a multistage stratified cluster random sampling to investigate students in grades 9 to 12. Mplus 7.4 was used for latent profile analysis. A total of 900 junior high school students were investigated. The junior high school students were divided into three subgroups by latent profile analysis. A total of 223 junior high school students experienced severe anxiety, accounting for 24.78%. Multivariate logistic regression analysis revealed that males are more likely to develop moderate and severe anxiety. The development of severe anxiety (OR = 0.562, p < 0.05) is less likely for students in schools with adequate mental health support. Students who were confident with their academic performances were less likely to develop moderate anxiety (OR = 0.377, p < 0.05). Students with extreme academic pressure are more likely to develop moderate anxiety (OR = 6.523, p < 0.05) and severe anxiety (OR = 11.579, p < 0.05). It is recommended that mental health counseling be set up in schools and to provide professional counselors to prevent serious anxiety for students. This paper also demonstrates a need to reduce students’ academic pressure.

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