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.

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 Students’ school climate perceptions: do engagement and burnout matter?

2021 ◽  
Author(s):  
Luisa Molinari ◽  
Valentina Grazia
Keyword(s):  
School Climate ◽  
School Engagement ◽  
Latent Profile Analysis ◽  
Profile Analysis ◽  
School Students ◽  
School Activities ◽  
Educational Implications ◽  
Student Profiles ◽  
Low Levels ◽  
Climate Perceptions

AbstractThis study, conducted with a person-oriented approach, aimed to assess whether students who are positively engaged in school activities and daily practices perceive their school climate differently from students who feel distant and less engaged in school. To achieve this aim, by means of a Latent Profile Analysis with the 3-step approach, we first identified student profiles on the basis of their levels of school engagement and burnout, and then verified whether the school climate perceptions differed for the various profiles. The study involved 1065 Italian middle-school students (49% females, Mage = 11.77). School climate perceptions were assessed with the Multidimensional School Climate Questionnaire. Multidimensional measures were used for student engagement and school burnout. Four student profiles, labelled Cynically disengaged (5.9%), Moderately disengaged (21.6%), Peacefully engaged (46.1%) and Tenseley engaged (26.4%), were identified. The first two profiles involved low levels of engagement and high levels of cynical burnout, with the former showing more extreme scores. The other two profiles depicted engaged students, with the latter also revealing feelings of pressure and disillusion. The four profiles differed in their school climate perceptions, with the Peacefully engaged students reporting the highest scores and the Cynically disengaged students embodying the most critical perceptions. The study’s educational implications are discussed.

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 Adaptive number knowledge in secondary school students: Profiles and antecedents

2019 ◽  
Vol 5 (3) ◽  
pp. 283-300
Author(s):  
Jake McMullen ◽  
Kaisa Kanerva ◽  
Erno Lehtinen ◽  
Minna M. Hannula-Sormunen ◽  
Noona Kiuru
Keyword(s):  
Individual Differences ◽  
Secondary School ◽  
Primary School ◽  
Secondary School Students ◽  
Latent Profile Analysis ◽  
Profile Analysis ◽  
Primary School Students ◽  
School Students ◽  
Latent Profile ◽  
Number Knowledge

The present study aims to examine inter-individual differences in adaptive number knowledge in secondary school students. Adaptive number knowledge is defined as a well-connected network of knowledge of numerical characteristics and arithmetic relations. Substantial and relevant qualitative differences in the strategies and expression of adaptive number knowledge have been found in primary school students still in the process of learning arithmetic. We present a study involving 879 seventh-grade students that examines the structure of individual differences in adaptive number knowledge with students who have completed one year of algebra instruction. Results of a latent profile analysis reveal a model that is similar than was previously found in primary school students. As well, arithmetic fluency and the development of arithmetic fluency are strong predictors of adaptive number knowledge latent profile membership. These results suggest that adaptive number knowledge may be characteristic of high-level performance extending into secondary school, even after formal instruction with arithmetic concludes.

scholarly journals Highly engaged but burned out: intra-individual profiles in the US workforce

2018 ◽  
Vol 23 (1) ◽  
pp. 86-105 ◽  
Author(s):  
Julia Moeller ◽  
Zorana Ivcevic ◽  
Arielle E. White ◽  
Jochen I. Menges ◽  
Marc A. Brackett
Keyword(s):  
Information Processing ◽  
Design Methodology ◽  
Latent Profile Analysis ◽  
Profile Analysis ◽  
Content Type ◽  
Configural Frequency Analysis ◽  
The Us ◽  
Processing Demands ◽  
Individual Profiles ◽  
High Engagement

Purpose The purpose of this paper is to use the job demands-resources model to investigate intra-individual engagement-burnout profiles, and demands-resources profiles. Design/methodology/approach A representative sample of the US workforce was surveyed online. Latent profile analysis (LPA) and configural frequency analysis examined intra-individual profiles and their inter-relations. Findings A negative inter-individual correlation between engagement and burnout suggested that burnout tends to be lower when engagement is high, but intra-individual analyses identified both aligned engagement-burnout profiles (high, moderate, and low on both variables), and discrepant profiles (high engagement – low burnout; high burnout – low engagement). High engagement and burnout co-occurred in 18.8 percent of workers. These workers reported strong mixed (positive and negative) emotions and intended to leave their organization. Another LPA identified three demands-resources profiles: low demands – low resources, but moderate self-efficacy, low workload and bureaucracy demands but moderate information processing demands – high resources, and high demands – high resources. Workers with high engagement – high burnout profiles often reported high demands – high resources profiles. In contrast, workers with high engagement – low burnout profiles often reported profiles of high resources, moderate information processing demands, and low other demands. Originality/value This study examined the intersection of intra-individual engagement-burnout profiles and demands-resources profiles. Previous studies examined only one of these sides or relied on inter-individual analyses. Interestingly, many employees appear to be optimally engaged while they are burned-out and considering to leave their jobs. Demands and resources facets were distinguished in the LPA, revealing that some demands were associated with resources and engagement.

scholarly journals Profiles of Parents’ Beliefs About Their Child’s Intelligence and Self-Regulation: A Latent Profile Analysis

2020 ◽  
Vol 11 ◽  
Author(s):  
Maren Stern ◽  
Silke Hertel
Keyword(s):  
Goal Orientation ◽  
Online Survey ◽  
Latent Profile Analysis ◽  
Implicit Theories ◽  
Profile Analysis ◽  
Self Regulation ◽  
Learning Goals ◽  
Regulatory Strategies ◽  
Approach Goals ◽  
Latent Profile

This study examined parents’ implicit theories of intelligence and self-regulation from a person-centered perspective using latent profile analysis. First, we explored whether different belief profiles exist. Second, we examined if the emergent belief profiles (1) differ by demographic variables (e.g., age, education, child’s self-regulation) and (2) are related to parents’ failure beliefs, goal orientation (i.e., learning goals, performance-approach goals, performance-avoidance goals), and co-regulatory strategies (i.e., mastery-oriented and helpless-oriented strategies). Data were collected from N = 137 parents of preschoolers who answered an online survey comprising their implicit theories about the malleability and relevance of the domains (a) intelligence and (b) self-regulation. We identified three belief profiles: profile 1 (9% of the sample) displayed an entity theory, profile 2 (61% of the sample) showed a balanced pattern of both domains of implicit theories, and profile 3 (30% of the sample) was characterized by high incremental self-regulation theories. Analyses showed that parents differed significantly in education and their perception of child self-regulatory competence depending on profile membership, with parents in profile 1 having the lowest scores compared to parents of the other profiles. Differences in parents’ failure beliefs, goal orientation, and co-regulatory strategies were also found depending on profile membership. Parents in profile 3 reported failure-is-enhancing mindsets, and mastery-oriented strategies significantly more often than parents in profiles 1 and 2. The results provide new insights into the interplay of important domains of implicit theories, and their associations with parents’ failure beliefs, goal orientation, and co-regulatory strategies.

scholarly journals Promoting School Engagement in Children with Cerebral Palsy: A Narrative Based Program

2019 ◽  
Vol 16 (19) ◽  
pp. 3634 ◽  
Author(s):  
Armanda Pereira ◽  
Pedro Rosário ◽  
Sílvia Lopes ◽  
Tânia Moreira ◽  
Paula Magalhães ◽  
...  
Keyword(s):  
Cerebral Palsy ◽  
Executive Function ◽  
School Engagement ◽  
Intervention Program ◽  
Self Regulation ◽  
Self Report ◽  
Three Dimensions ◽  
Study Results ◽  
Main Effect ◽  
Children With Cerebral Palsy

This study assessed the efficacy of an educational program focused on the promotion of school engagement in children with Cerebral Palsy. A 9 weeks, narrative-based intervention program, with a pre-post neuropsychological and self-report evaluation, was developed with a dual focus: a self-regulation theoretical model and executive function stimulation. Fifteen children with Cerebral Palsy participated in the study. Results showed a significant main effect of time (F(2.82) = 6.04, p = 0.0066, partial η2 = 0.30; F(2.82) = 9.91, p = 0.0006, partial η2 = 0.41; F(2.82) = 26.90, p < 0.0001, partial η2 = 0.66) in the three dimensions of school engagement. Findings indicate that the program to train self-regulated competences and executive function skills was efficacious in promoting school engagement in children with Cerebral Palsy. Educational implications were discussed.

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