Educational engagement in China: A case from the Northwest

Maslak, Mary Ann; Kim, Juhu; McLoughlin, Andrea Sabatini

doi:10.1016/j.ijedudev.2009.09.003

Cited by 19 publications

(9 citation statements)

References 44 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…First, the Expectation-Maximization (EM) algorithm was used to fill in the missing values. Next, Mplus7.4 was used to test the various research hypotheses, with the estimation method used being the maximum likelihood estimation (Muthén andMuthén, 1998-2015). Based on recommendations from previous research (Bandalos, 2008;Wu and Wen, 2011), the questions in the SE scale were packaged using the internal consistency method, meaning that questions under the same dimension were packaged (Little et al, 2002).…”

Section: Discussionmentioning

confidence: 99%

“…Many studies in China have explored the mechanism behind the SE of middle school students (Chen et al, 2015;Li, 2018;Wang et al, 2019), as well as the status of SE among middle and high school students in Northwest China Maslak et al, 2010). However, there are few studies on the SE of elementary and middle school students in China's Tibetan areas.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Perceived Teacher Autonomy Support and School Engagement of Tibetan Students in Elementary and Middle Schools: Mediating Effect of Self-Efficacy and Academic Emotions

Gao

Sha

2020

Front. Psychol.

View full text Add to dashboard Cite

School engagement (SE) refers to the intensity and quality of emotions experienced by students when commencing and carrying out learning activities, and includes behavioral, emotional, and cognitive engagement. A high SE level promotes academic achievement, reduces students' behavioral problems, and prevents school dropout. This study, whose participants were 819 students from Tibetan areas, explored the impact of teacher autonomy support (TAS) on students' SE and the mechanisms involved in this relationship. The results showed that TAS had a positive impact on SE, while students' self-efficacy had a mediating effect between TAS and SE. On the one hand, TAS affected self-efficacy through academic interest and ultimately influenced SE; moreover, TAS negatively affected academic anxiety, indirectly inhibiting the negative effect of academic anxiety on SE through self-efficacy. The theoretical and practical implications of the study findings are discussed.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Perceived Teacher Autonomy Support and School Engagement of Tibetan Students in Elementary and Middle Schools: Mediating Effect of Self-Efficacy and Academic Emotions

Gao

Sha

2020

Front. Psychol.

View full text Add to dashboard Cite

show abstract

“…Ma Ming demonstrated her ability to dismantle various types of hierarchies and construct others. For example, she defied the odds in completing the compulsory school education, given the fact that Dongxiang girls have one of the lowest enrollment and completion rates of all ethnic groups in China (see Maslak et al, 2010). Ma Ming apparently studied in school [8] and acquired the literacy skills that enabled her to contact her friend and navigate her way, alone, through a province.…”

Section: Discussionmentioning

confidence: 99%

“…Hence, I asked, 'How does one young woman make sense of her education as it relates to her empowerment working at a guest house in southern Gansu?' It is derived from a larger project that, in part, examined the relationship between education and empowerment in a community where adolescent girls from ethnic minorities traditionally without a high level of formal education pursue an interest in schooling (Maslak et al, 2010).…”

Section: Methodsmentioning

confidence: 99%

Education, Employment and Empowerment: The Case of a Young Woman in Northwestern China

Maslak

2011

Research in Comparative and International Education

Self Cite

View full text Add to dashboard Cite

As a marginalized region of the world, the rural Gansu Province of northwestern China provides an informative canvas on which to examine and understand the ways in which education contributes to the lives of local Muslim women and supports their goals for work. Specifically, this article highlights the role education plays in the life of one young woman as a guest house worker from the Dongxiang ethnic group in the southernmost region of the province. Findings indicate that two types of education, formal and informal, contribute to and help maintain a successful career in the service industry.

show abstract

“…Despite the tourism‐driven rise of economic conditions, education in Qiandongnan has been described as in crisis. This is largely echoed by existing scholarship on Chinese rural and minority education (Kong ; Maslak et al ; Postiglione et al ; Wang ). A high level of student attrition (with secondary‐school dropout rates reaching an alarming 30 percent in both Majiang and Longxing) is seen as a hindrance to Qiandongnan’s long‐term development.…”

Section: Background Of the Studymentioning

confidence: 92%

Performing the Nation, Performing the Market: Hybrid Practices and Negotiated Meanings of Chinese Rural Teachers

2018

Anthropology & Edu Quarterly

View full text Add to dashboard Cite

Drawing from ethnographic fieldwork in two ethnic villages in Southwest China, this article examines rural teachers’ performative engagement with education reform, audit culture, and neoliberal market mandates in their daily practices. Teachers are at once pedagogical agents, street‐level bureaucrats, and tourism entrepreneurs who both perform to and resist the dominant state and market ideologies. Teachers’ creative tactics and hybrid subjectivities challenge the resistance–compliance dichotomy and illuminate the persistent educational inequality in China’s rural ethnic margins.

show abstract

Educational engagement in China: A case from the Northwest

Cited by 19 publications

References 44 publications

Perceived Teacher Autonomy Support and School Engagement of Tibetan Students in Elementary and Middle Schools: Mediating Effect of Self-Efficacy and Academic Emotions

Perceived Teacher Autonomy Support and School Engagement of Tibetan Students in Elementary and Middle Schools: Mediating Effect of Self-Efficacy and Academic Emotions

Education, Employment and Empowerment: The Case of a Young Woman in Northwestern China

Performing the Nation, Performing the Market: Hybrid Practices and Negotiated Meanings of Chinese Rural Teachers

Contact Info

Product

Resources

About