Family and school context in school engagement

Fernández-Zabala, Arantza; Palacios, Eider Goñi; Camino, Igor; Zulaika, Luis María

doi:10.1016/j.ejeps.2015.09.001

Cited by 62 publications

(62 citation statements)

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“…Analysis of the results leads us to confirm that involvement in school is a central variable in students' personal and relational adjustment and academic success, which is in line with the literature in the field (Appleton, Christenson, & Furlong, 2008;Fernández-Zabala et al, 2015;Li, & Lerner, 2011;Sinclair, Christenson, Lehr, & Anderson, 2003;Veiga, 2013;Zepke, Leach & Butler, 2010). The construct involves a broad set of dimensions: cognitive, affective, behaviour and agency (Abreu & Veiga, 2014) and implicates students in their social contexts of life, family, school and community.…”

Section: Discussionsupporting

confidence: 69%

“…Over the last decades the concept of students' involvement in school has raised the interest of researchers and is considered an important factor in academic success and reducing school dropout rates as well as in developmental and behavioural adjustment, particularly in improving students' social-affective and cognitive skills (Fernández-Zabala, Goñi, Camino, & Zulaika, 2015;Li, & Lerner, 2011). Despite some difficulty finding consensus on the definition of the concept, we have found a multitude of studies on the subject, in the national and international literature (Kindermann, 2007;Sinclair, Christenson, Lehr & Anderson, 2003;Veiga, 2010;Zepke Leach & Butler, 2010).…”

Section: Introductionmentioning

confidence: 99%

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Students’ Involvement in School and Parental Support: Contributions to the Socio-Educational Intervention

Felizardo¹,

Cantarinha²,

Alves³

et al. 2016

European Proceedings of Social &Amp; Behavioural Sciences

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Student involvement in the school and the perception of parental support are core variables in the context of studies on personal and school adjustment of children and adolescents and should be considered in the context of socio-educational intervention. In this study, we formulated the following objectives: i) to understand the differences in students' involvement in school and the perception of parental support, according to several sociodemographic and school variables, ii) to analyse the relationship between involvement and the perception of parental support iii) to outline socio-educational intervention strategies in the contexts of children's lives. This is a non-experimental, correlational and cross-sectional study by means of a non-probabilistic convenience sample consisting of 150 children, aged between 10 and 16 years, attending the 2 nd and 3 rd cycles basic education [5 th -9 th years of schooling] attending a school in the central region of Portugal. The data collection instruments were "Students' Engagement in School: a Four-Dimensional Scale -SES-4DS" (Veiga 2013(Veiga , 2016, the "Perceived Parental Support Scale" (Veiga, 2011) and a part with socio-demographic and school questions was added. We found significant differences in overall (and partial) amounts of student involvement and the perception of parental support, depending on the age, gender (in agency and behaviour subscales), school difficulties/retentions and methods of study (time, a place to study and a study schedule). We also found positive and significant relationships between student involvement and perception of parental support. The results are in line with the scientific literature in the field, which highlights the key role of the variables, student involvement and perception of parental support in the academic and psychosocial adjustment of young people. These should be considered in the context of socio-educational intervention. Given the above, we present areas and action strategies promoting parent and student involvement in the educational process.

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Section: Discussionsupporting

confidence: 69%

Section: Introductionmentioning

confidence: 99%

Students’ Involvement in School and Parental Support: Contributions to the Socio-Educational Intervention

Felizardo¹,

Cantarinha²,

Alves³

et al. 2016

European Proceedings of Social &Amp; Behavioural Sciences

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“…In terms of gender differences, the resilience is higher in female than in males, confirming studies that explain it through higher levels of communication, more positive connections with parents and teachers, empathy, presence of goals for future (Fernández-Zabala et al, 2016;Dias & Cadime, 2017). Additionally, this result has been explained by relationship between school roles and gender roles (Randolph et al, 2008;Samdal, et.…”

Section: The Resilience and Well-being Differ Depending On Family Sessupporting

confidence: 74%

From Resilience to Wellbeing at School among Romanian Students - Examining the Role of Social-Economic Status

Cocoradă

Fărcăş

Orzea³

2019

RREM

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Well-being in school is a dimension for overall life satisfaction and quality of life and more important for adolescents who are in a critical period of development and exposed to a variety of risk factors. This paper uses a quantitative approach and aims to analyze the relationship between resilience and well-being at school, focused on the role of socioeconomic status. The results show that students highly motivated and with good learning outcomes come from favored families. These students tend to be more resilient, have a positive orientation towards the future, a better well-being expressed by positive indicators than those students belonging to medium or low-income families. But socio-economically favored students are less satisfied with school than underprivileged students. Achievement motivation is an important predictor of well-being at school, both in middle and high schools. In high school students’ sample, well-being (positive indicators) significantly explains satisfaction with school. In middle school students’ sample, satisfaction with school is explained directly by resilience and, indirectly, through well-being expressed by negative indicators. Age-differentiated interventions that generate a supportive environment must be implemented for all: for students with low socio-economic status because they are less resilient and with lower overall well-being, but also for socio-economically favored students, because they are less satisfied with school.

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“…relacje twarzą w twarz na poziomie mikrosystemu (rodziny czy klasy) są decydujące dla prawidłowego rozwoju dziecka. W świetle badań wsparcie otrzymywane od rodziców i nauczycieli stanowi silniejszy predykator zaangażo-wania szkolnego niż wsparcie uzyskiwane od rówieśników (Fernández-Zabala i in., 2015). Problemy związane z relacjami interpersonalnymi w środowisku szkolnym wydają się dodatkowym czynnikiem ryzyka utraty zaangażowania szkolnego.…”

Section: Wysoki Poziom Zaangażowania (Highly Engaged)unclassified

Wielowymiarowość zaangażowania uczniów w aktywności szkolne

Tomaszek¹

2017

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Abstract. The article describes selected theoretical perspectives on student school engagement. School engagement is a meta-construct including a wide spectrum of mental attitudes such as: the sense of belonging to a school, acceptance of the goals of schooling, psychological investment in an effort directed toward learning, understanding, or mastering the knowledge, skills, or crafts that academic work is intended to promote, as well as emotional involvement with school, including the student's motivation to learn. Specific dimensions of student engagement were described as cognitive, affective and behavioral. School disengagement is a predictor of risk behavior, delinquency, proactive aggression, substance abuse, school drop-out syndrome and school burnout.

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Family and school context in school engagement

Cited by 62 publications

References 50 publications

Students’ Involvement in School and Parental Support: Contributions to the Socio-Educational Intervention

Students’ Involvement in School and Parental Support: Contributions to the Socio-Educational Intervention

From Resilience to Wellbeing at School among Romanian Students - Examining the Role of Social-Economic Status

Wielowymiarowość zaangażowania uczniów w aktywności szkolne

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