Social Support Matters: Longitudinal Effects of Social Support on Three Dimensions of School Engagement From Middle to High School

Teachers have an important role in educating students well. One way that teachers can do to be able to increase motivation and school engagement is by providing social support to students. This study aims to find out the overview of perceived social support from teachers by high school “X” students in South Tangerang. The research method is descriptive qualitative research with data collection techniques through focus group discussions and structured interviews. The results of data retrieval show that the perceived social support from some teachers by high school "X" students is quite satisfying for students but not from every teachers. This means it can still be improved again. This is because not all teachers are considered good enough at providing social support to students. The total number of teachers are 17 people and for students are 67. It should be able to be improved in communication skills so that they can provide better social support to students. Keywords : Adolescent, School, Social support. Abstrak Guru memiliki peran penting dalam mendidik siswa dengan baik. Salah satu cara yang dapat guru lakukan untuk dapat meningkatkan motivasi serta keaktivan siswa di sekolah adalah dengan memberikan dukungan sosial kepada siswa. Penelitian ini bertujuan untuk mencari tahu gambaran dukungan sosial dari guru yang dirasakan oleh siswa SMA “X” di Tangerang Selatan. Metode penelitian berupa penelitian kualitatif deskriptif dengan teknik pengambilan data melalui focus group discussion dan wawancara terstruktur. Hasil pengambilan data menunjukkan bahwa gambaran dukungan sosial dari guru yang dirasakan oleh siswa SMA “X” cukup memuaskan bagi siswa tetapi masih dapat ditingkatkan lagi. Hal ini dikarenakan belum semua guru dianggap sudah bagus dalam memberikan dukungan sosial kepada siswa. Total guru yang berjumlah 17 orang untuk siswa sebanyak 67 orang seharusnya dapat ditingkatkan dalam kemampuan komunikasi sehingga mampu memberikan dukungan sosial kepada siswa dengan lebih baik lagi.

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An Ecological Analysis of School Engagement Among Urban, Low-Income Latino Adolescents

Youth & Society ◽

10.1177/0044118x16639986 ◽

2016 ◽

Vol 50 (7) ◽

pp. 905-925 ◽

Cited By ~ 4

Author(s):

Katrina D. Roundfield ◽

Bernadette Sánchez ◽

Susan D. McMahon

Keyword(s):

High School ◽

Low Income ◽

School Engagement ◽

Cognitive Engagement ◽

Latino Youth ◽

High School Completion ◽

Three Dimensions ◽

Latino Adolescents ◽

Ecological Analysis ◽

Policies And Programs

This study examined a multidimensional model of school engagement (Fredricks, Blumenfeld, & Paris, 2004) among low-income, urban Latino adolescents. Ecological theory suggests that students’ school, family, and peer contexts influence their behavioral, emotional, and cognitive engagement. Using qualitative methods of inquiry, this study examined how these various microsystemic factors influenced the school engagement of 32 Latino adolescents. Participants between 18 and 20 years of age participated in interviews focused on their retrospective experiences in high school. Participants identified school, family, and peer themes that facilitated or hindered various components of school engagement. Youth discussed how school and peer factors affected all three dimensions of school engagement, while family affected behavioral and cognitive engagement. Understanding processes involved in high school completion will aid in designing effective policies and programs to reduce dropout rates among Latino youth.

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