Analyzing profiles, predictors, and consequences of student engagement dispositions

Lawson, Michael A.; Masyn, Katherine E.

doi:10.1016/j.jsp.2014.11.004

Cited by 50 publications

(49 citation statements)

References 61 publications

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“…For example, the current study found that age 15 mathematics achievement predicted age 15 academic self-concept but not global self-esteem. Future research should focus on educational factors-that is, practices that increase student scholastic self-concept, provide students with opportunities and resources, encourage student belonging, and increase student interest (e.g., project-based learning; see Tung et al, 2015) that are related to patterns of academic identification, especially because several findings from this study were not consistent with other research (Lawson & Masyn, 2015). Future studies should also include how measures of societal stereotypes (e.g., Amber Hewitt's Stereotypical Roles of Black Young Men Scale) relate to academic identification.…”

Section: Future Studiesmentioning

confidence: 63%

A Longitudinal Study of Academic Identification Among African American Males and Females

McMillian

Carr

Hodnett³

et al. 2016

Journal of Black Psychology

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Disidentification hypothesis researchers have proposed that African American students start school academically identified; however, over time, African American boys tend to disidentify while girls tend to remain identified. This is the first report to follow up a disidentification study of a group of children first examined during elementary school. The current study aimed to determine whether gender differences in discounting, devaluing, and fullblown disidentification had developed among these 94 African Americans by midadolescence. Multiple regression analyses revealed no gender differences in either discounting or full-blown disidentification; however, the evidence indicated that girls valued academics more than boys.

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Section: Future Studiesmentioning

confidence: 63%

A Longitudinal Study of Academic Identification Among African American Males and Females

McMillian

Carr

Hodnett³

et al. 2016

Journal of Black Psychology

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“…Here, our work targets the development of two primary research-based concepts. The first such concept is a student engagement disposition, i.e., students' generalized orientation to engage (or not) in school and community life [19][20][21]. This engagement disposition concept is important for intervention planning because it encompasses students' sense of valuing and belonging toward school as well as their perceptions of the "will, skill, and thrill" they bring to academic studies and to the school environment overall (see also, [22]).…”

Section: Mapping Primary Improvement Drivers and Pathwaysmentioning

confidence: 99%

“…This engagement disposition concept is important for intervention planning because it encompasses students' sense of valuing and belonging toward school as well as their perceptions of the "will, skill, and thrill" they bring to academic studies and to the school environment overall (see also, [22]). Mirroring key aspects of self-determination theory [23], research indicates that students who develop "positive" engagement dispositions characterized by school valuing, competence, relatedness, and an overall enjoyment of school and academic work tend to have better grades, lower drop-out rates, and higher chances for enrollment in a four-year college or university [20].…”

Section: Mapping Primary Improvement Drivers and Pathwaysmentioning

confidence: 99%

A University-Assisted, Place-Based Model for Enhancing Students’ Peer, Family, and Community Ecologies

2016

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Community schools have recently (re)emerged in the United States as a vital, comprehensive strategy for addressing poverty-related barriers to children's school learning. However, not all low-income school communities are endowed with the resources needed to launch a comprehensive array of school-based/linked services and programs. In this article, the authors describe a place-based model for school improvement for low-income school communities where formal and fiscal resources are in short-supply. Framed by two best-practice interventions from the youth development and family support literatures, the authors identify five "high leverage" improvement mechanisms that social workers, educators, and parents can collaboratively target to affect change. These improvement mechanisms, together with the interventions they implicate, can help community school efforts provide a more powerful, engagement-focused reach into students' peer, family, and community ecologies.

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“…Student engagement is an important component in student life cycle, from registering, being a freshmen, learning as a student, until graduated (Christenson, Reschly & Wylie, 2012;Finn & Zimmer, 2012;Rumberger & Rotermund, 2012;Lawson & Masyn, 2015). According to Trowler (2010), student engagement is concerned with the interaction between the time, effort and other relevant resources invested by both students and their institutions intended to optimise the student experience and enhance the learning outcomes and development of students and the performance, and reputation of the institution.…”

Section: Student Engagementmentioning

confidence: 99%

Evaluation of social media channel preference for student engagement improvement in universities using entropy and TOPSIS method

Meyliana

Hidayanto

Budiardjo

2015

JIEM

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Abstract:Purpose: To analyze students' social media preference in order to improve student engagement with university by examining social media implementation quality in terms of information and service quality.Design/methodology/approach: Research methodology is started with the hierarchy creation of student engagement with university which then translated into questionnaire. This questionnaire was distributed to 58 universities in Jakarta (Indonesia's capital). The questionnaire result was analyzed with entropy and TOPSIS method. Findings:In social media implementation quality, information quality is more important than service quality because in social media, a good information quality is really relevant with the usefulness and comprehensiveness of the information. On the other hand regarding service quality, the system availability will help students in their interaction process with university, on top of the service's efficiency and fulfillment. This directly impacts the cooperation between students, active learning process, and students' expectation. The social medias students preferred to improve student engagement with universities respectively are LINE, Facebook, Twitter, Wiki, Blog, Instagram, YouTube, Path, LinkedIn, and Podcast.-1676-Journal of Industrial Engineering and Management -http://dx.doi.org/10.3926/jiem.1652Research limitations/implications: Social media's role is not only to create student engagement in the learning process, but also other aspects included by Chickering & Gamson (1987). Practical implications:The Social CRM channel shift from electronic into social media shows that social media holds an important role for university since it eases up the communication between university and the students. The good social media management has been an issue that needs to be solved by university by creating a unit or delegate a person that can manage the social media correctly and quickly so the students feel that they get the good service they want.Originality/value: The other researches focus on observing social media influence to improve student engagement, but only in the context of learning process. This research observes social media roles in student engagement thoroughly according to the existing good practice. This research can also shows the order of social media that are seen important to create student engagement.

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Analyzing profiles, predictors, and consequences of student engagement dispositions

Cited by 50 publications

References 61 publications

A Longitudinal Study of Academic Identification Among African American Males and Females

A Longitudinal Study of Academic Identification Among African American Males and Females

A University-Assisted, Place-Based Model for Enhancing Students’ Peer, Family, and Community Ecologies

Evaluation of social media channel preference for student engagement improvement in universities using entropy and TOPSIS method

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