scholarly journals School Engagement and Context: A Multilevel Analysis of Adolescents in 31 Provincial-Level Regions in China

2021 ◽  
Vol 12 ◽  
Author(s):  
Fangqing Liu ◽  
Xiaosong Gai ◽  
Lili Xu ◽  
Xiaojing Wu ◽  
Hong Wang
Keyword(s):  
Middle School Students ◽  
Home Environment ◽  
School Engagement ◽  
Ecological Model ◽  
School Students ◽  
Future Directions ◽  
Family Socioeconomic Status ◽  
Provincial Level ◽  
Technology Industry ◽  
Industry And Education

According to ecological system theory, both the microsystem environment (home environment) and the more macrolevel environment (provincial environment) influence school engagement in adolescents. This study tests an ecological model of adolescents’ school engagement with 19,084 middle school students across 31 provincial-level regions in China. Multilevel modeling is used to predict adolescents’ school engagement (behavior, emotion, and cognition) at two levels, individual [gender and family socioeconomic status (SES)] and provincial (economy, public cultural facilities, technological industry and education). The school engagement of students varies significantly across provincial-level regions. SES positively affects the school engagement of students. Students benefit from the provincial environment when the economy is booming, public cultural facilities are adequate and education is flourishing. The development of the technology industry fails to boost students’ school engagement. Limitations and future directions are discussed.

Assessment of the Risks and Needs of Middle School Students: Invariance Properties Related to Gender and Ethnicity

Assessment ◽  
2021 ◽  
pp. 107319112110625
Author(s):  
Paul S. Strand ◽  
Brian F. French ◽  
Bruce W. Austin
Keyword(s):  
Middle School ◽  
Native American ◽  
Middle School Students ◽  
School Engagement ◽  
Intervention Program ◽  
School Attendance ◽  
School Personnel ◽  
Self Report ◽  
General Factor ◽  
School Students

The middle school version of the Washington Assessment of Risks and Needs of Students (msWARNS) is a self-report instrument designed for use by school personnel to identify barriers to school attendance and school success for sixth- to eighth-grade students. It measures six domains relevant to improving school outcomes that include aggression-defiance, depression-anxiety, substance use, peer deviance, home environment, and school engagement. In the present study, a bifactor S − 1 model, for which the aggression-defiance domain was the reference factor for the general factor and the other domains constituted the subfactors, had good fit and better fit than several other alternative models. Results of multigroup confirmatory factor analysis revealed invariance across different groups defined by gender and race/ethnicity (Native American, African American, Hispanic, and White), with a sample of referred middle school students ( N = 2,356; ages 10–15 years). Reliability analyses support the use of the general factor to guide decision-making, the reliable use of the depression-anxiety factor for providing additional insights, and the remaining factors for guiding communication, as part of an assessment and intervention program for middle school students.

Examining School Engagement and Self-Concept by Grade Level Among at-Risk Middle School Students

2014 ◽  
Author(s):  
Joshua M. Henderson ◽  
Jennie Park-Taylor ◽  
Griselle Baret ◽  
Chana B. Krupka ◽  
Mikaela Pitcan
Keyword(s):  
Middle School ◽  
At Risk ◽  
Middle School Students ◽  
School Engagement ◽  
Grade Level ◽  
Self Concept ◽  
School Students

School Engagement and the Role of Peer Victimization, Depressive Symptoms, and Rumination

2018 ◽  
Vol 39 (7) ◽  
pp. 962-992 ◽  
Author(s):  
Nicole B. Dorio ◽  
Stephanie Secord Fredrick ◽  
Michelle K. Demaray
Keyword(s):  
Depressive Symptoms ◽  
Middle School Students ◽  
Peer Victimization ◽  
School Engagement ◽  
Self Report ◽  
Depression Symptoms ◽  
School Students ◽  
Eighth Grade Students ◽  
Association Data

The purpose of the current study was to explore the association between peer victimization and school engagement and the indirect effects of rumination and depressive symptoms in this association. Data on middle school students’ victimization experiences, school engagement, rumination, and depressive symptoms were collected from 887 sixth- through eighth-grade students utilizing self-report measures. Results indicated for both boys and girls a significant negative association between peer victimization and school engagement. Furthermore, a significant indirect effect of rumination and depression symptoms was evident for both boys and girls, but these effects were more robust for girls. Furthermore, the direct relation between depressive symptoms and school engagement was stronger for girls. Implications of these findings are discussed.

Perception of Home Environment and School Abilities as Predictors of Reading Power and School Achievements

1986 ◽  
Vol 62 (3) ◽  
pp. 819-822 ◽  
Author(s):  
William F. White ◽  
Andrea Karlin ◽  
Charles Burke
Keyword(s):  
United States ◽  
Middle School Students ◽  
Home Environment ◽  
Principal Components ◽  
Sixth Grade ◽  
Sixth Graders ◽  
School Students ◽  
Common Variance ◽  
Perceived Values ◽  
Item Responses

A sample of 565 sixth grade, middle-school students in two urban settings in the Southwestern United States completed the My Education (ME) scale and the Degrees of Reading Power. Responses to the 55 items in the ME Scale were factor analyzed by the principal components solution. Five rotated factors contributed 47% to the cumulative proportion of common variance. The first factor, labeled “Values Learned From Parents,” contained item responses which were the best predictors of reading power with a correlation of .41. Reading power and ability among 565 sixth graders was motivated highest by perceived values learned at home.

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