Feelings of Safety at School, Socioemotional Functioning, and Classroom Engagement

Côté‐Lussier, Carolyn; Fitzpatrick, Caroline

doi:10.1016/j.jadohealth.2016.01.003

Cited by 78 publications

(46 citation statements)

References 53 publications

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“…The observed pathways confirm extant research that youth voice makes substantial contributions to engagement, especially when students perceive school staff as partners in learning (Chopra, ; Krauss et al., ; Mitra, ; Zeldin, Krauss, Kim, Collura, & Abdullah, ). The results also confirm past research on the importance of positive attachments to school (Côté‐Lussier & Fitzpatrick, ; Pietarinen et al., Strati, Schmidt, & Maier, ). The more students perceive their schools to be safe and their teachers to be supportive of their learning, the more likely they are to be emotionally engaged, thus creating a foundation for high cognitive engagement.…”

Section: Phase 1 Conclusionsupporting

confidence: 89%

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How High Schools Become Empowering Communities: A Mixed‐Method Explanatory Inquiry into Youth‐Adult Partnership and School Engagement

Zeldin

Gauley

Barringer

et al. 2018

American J of Comm Psychol

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Educational reform efforts emphasize empowerment and engagement, but these concepts are rarely translated into policy or classroom practice. This inquiry explores how schools can become places where students take ownership over their own learning. Phase 1 of this inquiry, a survey of students from diverse high schools, examines pathways to school engagement. Results indicated that youth voice in decision-making, particularly when the experience is situated within supportive adult relationships and a sense of safety, significantly predicts emotional and cognitive engagement. Phase 2, a case study of an exemplary high school, sought to explain these pathways. Grounded in the theoretical perspectives of "empowered community settings" and "youth-adult partnership," analyses highlighted the importance of a shared belief system and core instructional activities that were student-centered, affirmative, and strength-based. Within this context, the opportunity role structure allowed students to exercise voice in creating their own educational program. The relational environment offered partnership and safety for academic risk-taking. Teachers broke down traditional roles and power hierarchies in ways that helped students discover their own sources of engagement. The article identifies ways that community psychologists, as policy framers and as researchers, can help schools become places of empowerment and engagement.

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Section: Phase 1 Conclusionsupporting

confidence: 89%

“…We conceptualized cognitive engagement as the dependent variable in the path analysis, with emotional engagement as the mediator of school climate. Available research is supportive of this prediction (Côté‐Lussier & Fitzpatrick, ; Li & Lerner, ; Pietarinen, Soini, & Pyhältö, ; Wang & Eccles, ).…”

Section: Phase 1: Identifying Pathways To School Engagementmentioning

confidence: 88%

How High Schools Become Empowering Communities: A Mixed‐Method Explanatory Inquiry into Youth‐Adult Partnership and School Engagement

Zeldin

Gauley

Barringer

et al. 2018

American J of Comm Psychol

View full text Add to dashboard Cite

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“…Beliefs of self-efficacy play a key role in achieving good learning outcomes (Bandura, 2001), fostering goal attainment, and contributing to personal well-being (Côté-Lussier & Fitzpatrick, 2016). It has been suggested that adolescents with poor academic performance are at risk of early school dropout, resulting in low labor qualifications and substance use risk (Dishion, Kavanagh, Schneiger, Nelson, & Kaufman, 2002).…”

Section: Academic Self-efficacy Academic Performance and Parentingmentioning

confidence: 99%

Substance Use in Early and Middle Adolescence. The Role of Academic Efficacy and Parenting

Tur-Porcar

Jiménez-Martínez

Mestre-Escrivá

2019

Psychosocial Intervention

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In Spain, a large number of adolescents aged over 14 years have at some time consumed a psychoactive substance such as alcohol (79%), tobacco (38.4%), prescribed or non-prescribed sedatives (16%), cannabis (29%), cocaine (3.5%), ecstasy (0.9%), hallucinogens (1.2%), heroin (0.6%), ketamine, spice, or similar (4%). Three in ten students have reported drug use or polydrug use in the last month, with 40.3% consuming one substance, 16.2% consuming two substances, 12.3% consuming three substances, and 2.6% consuming four or more substances (Observatorio Español de la Droga y las Toxicomanías, 2016). These figures highlight the need to analyze this phenomenon for two main reasons. First, substance use increases in adolescence (Negriff & Trickett, 2012), particularly middle adolescence (Hartz et al., 2012). Second, this use can have a neurological impact during this stage of development (Koskinen et al.

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“…School climate can be defined as the quality of the interactions between students, teachers, parents, and school staff, reflecting the norms, values, and goals that represent the educational and social missions of the school [17]. School and the relationships that adolescents establish in this context have been shown to be determinants of socioemotional development during adolescence [18,19], and hence, as would be expected, a negative school climate has been linked to higher levels of mental health problems and suicidal behavior in this population [5,8,16]. A recent study conducted with the participation of 15,191 adolescents has found that individuals with a poorer perception of the school climate are more likely to develop suicide ideation [5].…”

Section: Introductionmentioning

confidence: 99%

Family and School Contexts as Predictors of Suicidal Behavior among Adolescents: The Role of Depression and Anxiety

Ruiz‐Robledillo

Sánchez‐SanSegundo

2019

JCM

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Suicide is the highest external cause of death in the majority of developed countries. In adolescents, the prevalence of suicide has increased significantly in recent years, becoming a serious public health concern. The main aim of the present study is to characterize suicidal behavior, and to evaluate the relationship between family and school contexts and suicidal behavior through the possible mediating effects of depression and anxiety. The design of the study is cross-sectional. The sample was composed of 1386 Spanish adolescents from 14 high-schools. Suicidal behavior, anxiety, depression, family function, and school climate were evaluated through self-reported questionnaires. The results obtained show a significant association between adaptive family function and a positive school climate with low levels of depression, anxiety, and suicidal behavior. Mediation analyses revealed a significant full mediating effect of depression on family function and school climate with suicidal behavior. No significant mediating effects were found for anxiety. The results obtained underline the importance of family and school as protective factors for the prevention of suicidal behavior in adolescents, through the main mediating role of depression. Future studies should evaluate the mechanisms underlying the effects of family function and school climate on depression, and therefore, on suicidal behavior in adolescents.

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Feelings of Safety at School, Socioemotional Functioning, and Classroom Engagement

Cited by 78 publications

References 53 publications

How High Schools Become Empowering Communities: A Mixed‐Method Explanatory Inquiry into Youth‐Adult Partnership and School Engagement

How High Schools Become Empowering Communities: A Mixed‐Method Explanatory Inquiry into Youth‐Adult Partnership and School Engagement

Substance Use in Early and Middle Adolescence. The Role of Academic Efficacy and Parenting

Family and School Contexts as Predictors of Suicidal Behavior among Adolescents: The Role of Depression and Anxiety

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