A study into wellbeing, student engagement and resilience in early-adolescent international school students

McKeering, Phillipa; Hwang, Yeonsook; Ng, Clarence

doi:10.1177/14752409211006650

Cited by 26 publications

(12 citation statements)

References 77 publications

(115 reference statements)

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“…Our results also show higher social engagement scores for SEN students than for the TD group, reflecting the very good quality of this involvement of adolescents in social interactions (enjoy working with peers at school, enjoy spending time with peers at school, and openness to working with peers and making friends at school). These results are encouraging for SEN education, since the importance of positive emotions for development and well-being has been emphasized by positive psychology (Norrish and Vella-Brodrick, 2009;McKeering et al, 2021).…”

Section: Discussionmentioning

confidence: 83%

Influence of Teacher-Student Relationships and Special Educational Needs on Student Engagement and Disengagement: A Correlational study

et al. 2021

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Contemporary educational research has found that student engagement and disengagement have a relevant influence on learning outcomes. However, research on the influence of teacher–student relationships in the engagement of students with special educational needs (SEN) is scarce. The purpose of this study is to analyze the impact of teacher–student relationships, peer support at school, family support for learning, opportunities to participate at school, and SEN on engagement and disengagement of students using a sample of secondary students with SEN and typical development (TD). Through a non-experimental, correlational, and cross-sectional design, we evaluated 1,020 high school students (340 with SEN and 680 with TD) in the 9th grade (13–19 years old, M = 14.8; SD = 0.89). Teacher–student relationships, peer support at school, and family support for learning were assessed via subscales from the Student Engagement Inventory (SEI), opportunities to participate at school were measured with a subscale of the School Participation Questionnaire (SP), whereas engagement and disengagement were measured using the Multidimensional Scale of School Engagement (MSSE). Results show significant statistical differences between SEN and TD students in both student engagement and disengagement indicators. Engagement of SEN students is higher in the cognitive, emotional, and social dimensions than that of TD students. However, they also have higher disengagement in the cognitive and behavioral dimensions. Furthermore, SEN students rate their relationships with teachers more highly and perceive more opportunities for school participation than their peers. Further analyses show that teacher–student relationships are positively associated with all dimensions of student engagement and inversely with behavioral and cognitive disengagement. Although correlational, the findings suggest teacher–student relationships and school participation opportunities could be important variables for diminishing disengagement and its negative consequences for both SEN and TD students, while improving student engagement. We discuss these results considering possible implications for educational policies, practices, and research.

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Section: Discussionmentioning

confidence: 83%

Influence of Teacher-Student Relationships and Special Educational Needs on Student Engagement and Disengagement: A Correlational study

et al. 2021

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“…Two studies found age to influence adjustment: notably, older adolescents were more likely to struggle with adjustment, and older teenagers used a more elaborate (approach vs. avoidance) coping strategy (Vercruysse and Chandler, 1992 ; McKeering et al, 2021 ) ( n = 217). Gender was found to influence adjustment in two studies, with male students being less engaged at school and female TCK using a more elaborate (approach vs. avoidance) coping strategy (Vercruysse and Chandler, 1992 ; McKeering et al, 2021 ) ( n = 217). Length of stay in the current setting positively predicted adjustment outcomes in 2 studies (Straffon, 2003 ; McKeering et al, 2021 ) ( n = 692).…”

Section: Resultsmentioning

confidence: 99%

“…Gender was found to influence adjustment in two studies, with male students being less engaged at school and female TCK using a more elaborate (approach vs. avoidance) coping strategy (Vercruysse and Chandler, 1992 ; McKeering et al, 2021 ) ( n = 217). Length of stay in the current setting positively predicted adjustment outcomes in 2 studies (Straffon, 2003 ; McKeering et al, 2021 ) ( n = 692).…”

Section: Resultsmentioning

confidence: 99%

Adjustment in third culture kids: A systematic review of literature

et al. 2022

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Third Culture Kids (TCKs) are children of expatriates who live in a culture other than their country of nationality or their parent's country of nationality for a significant part of their childhood. Past research has indicated that adjustment is a key factor in the success of global mobility. However, current research in the area of TCK adjustment is lacking. This systematic review aims to present and summarize all available published scientific data on the adjustment of internationally mobile children and adolescents who relocate with their families. We aim to understand factors related to TCK adjustment, highlight lacking research areas, and define areas of interest for future research. The eligibility criteria for inclusion in the review were: traditional TCKs; aged 7–17 years; measures taken during the relocation; outcome variables of wellbeing, psychological adjustment or social adjustment, or socio-cultural adjustment or adjustment. An initial search across eight databases in December 2021 yielded 9,433 studies, which were included in COVIDENCE and reviewed independently by two researchers at each phase. We finally included 14 studies in this study, 10 of which presented quantitative data. Extracted quantitative and qualitative studies were abstracted, and the main findings are presented using a consistent grid of codes: an initial computerized lexical scan (Leximancer) of all included papers generated a preliminary list of topics and their frequencies. We refined these initial topics using the most prominent theories around the topics of TCK, adjustment, and the extracted theories from selected papers and created a codebook. Then we abstracted the quantitative data from the selected studies and organized the statistically significant findings according to the codes. Lastly, we abstracted and synthesized the findings from qualitative studies. Efforts were made to present the available data within a reading grid, which enhances the understanding of mechanisms specific to the sample population and also makes it apparent where more research is needed. Specifically, findings suggest a need for a more inclusive multi-trajectory adjustment model and a better definition of the ecological sample. The coding system for the extraction and analysis in this systematic review may be a guide for researchers planning future studies on TCK adjustment.Systematic review registrationhttps://www.crd.york.ac.uk/prospero/display_record.php?ID=CRD42020151071, identifier: CRD42020151071.

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“…Services include but are not limited to classical guidance, group guidance, individual counseling, and group counseling (Setiawati, 2022). To sum it up, any increase in well-being levels generated by a resilience-based intervention program can increase students' resilience and engagement levels (McKeering et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

The Mediating Role of Perceived Instructor’s Emotional Support to Students’ Academic Resiliency and School Engagement

Lobo

2022

Preprint

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Academic resiliency is the ability of students to cope with and overcome setbacks and chronic difficulties, specifically in the school context. Previously conducted studies have discovered that academically resilient students tend to be more engaged in academics than their counterparts. Moreover, studies have also mentioned the importance of teachers’ emotional support to students’ engagement. Concerning this, the current study is focused on determining the mediating role of perceived teachers’ emotional support (TES) in the relationship between academic resiliency (ARS) and school engagement (ENG) of students in a Higher Education Institution context in Angeles City, Philippines. A sample of 910 students (58.9% male and 41.1% female) from different institutes completed self-report questionnaires concerning academic resilience, perceived teachers’ emotional support, and school engagement. Partial Least-Square Structural Equation Modelling using SmartPLS4 was used for the mediation analysis. The results revealed that (1) academic resilience positively influences school engagement, (2) academic resilience leverages perceived teachers’ emotional support, and (3) perceived teachers’ emotional support affects school engagement. Most importantly, it was found that perceived teachers’ emotional support partially mediates the relationship between students’ academic resilience and school engagement. Based on the findings, it was emphasized the importance of teachers’ emotional support in fostering resilience and engagement with college students. Lastly, findings were discussed by stressing the importance of fostering personal and contextual resources in the college to promote students’ well-being.

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A study into wellbeing, student engagement and resilience in early-adolescent international school students

Cited by 26 publications

References 77 publications

Influence of Teacher-Student Relationships and Special Educational Needs on Student Engagement and Disengagement: A Correlational study

Influence of Teacher-Student Relationships and Special Educational Needs on Student Engagement and Disengagement: A Correlational study

Adjustment in third culture kids: A systematic review of literature

The Mediating Role of Perceived Instructor’s Emotional Support to Students’ Academic Resiliency and School Engagement

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