Promoting School Engagement: Attitudes Toward School Among American and Japanese Youth

Abstract

Students from the United States and Japan were surveyed with regard to their levels of satisfaction with school and factors that might facilitate or impede school satisfaction. Results indicated that females and younger students from both countries expressed greater satisfaction with school, with overall satisfaction declining in a linear fashion according to age in the Japanese sample. Among U.S. students, school satisfaction declined significantly in middle school but rebounded, to some extent, in later grades. For both samples, a positive school climate featuring positive peer relationships, high levels of nurturance and support, and opportunities for autonomy predicted school satisfaction. Results of the study are discussed in terms of implications for enhancing motivation and engagement among students from various cultural backgrounds.

The Pivotal Role of Adolescent Autonomy in Secondary School Classrooms

“…As was hypothesized, the strongest predictor of change in both observed and student-reported engagement was adolescents’ perceptions about autonomy within the classroom. This finding is supported by developmental literature suggesting that adolescents are most likely to succeed and engage in environments that allow for structured autonomy with which to apply their knowledge (Allen et al 1994; Smith et al 2010). …”

“…Cross-lagged models were utilized to examine the counter hypothesis that engagement at the start of the class might lead to changes in the students’ perceptions. It is hypothesized that the strongest predictor of change in engagement will be adolescents’ perceptions about autonomy within the classroom, as adolescents are particularly prone to seek out and thrive in environments where they are afforded structured autonomy to apply their knowledge (Allen et al 1994; Skinner et al 2008), and thus should exhibit increased engagement in environments that afford autonomy (Smith et al 2010), although other dimensions from self-determination theory (e.g., teacher connection and academic competence) are also examined.…”

A cross-national study of students’ attitudes toward school

“…Multilevel analyses also show that when students evaluate their teachers' behavior toward them as just, students are more likely to positively evaluate the classroom and school climate (Peter & Dalbert, 2010). Furthermore, research investigating attitudes toward school among American and Japanese youth indicates that a positive school climate fosters active peer relationships, high levels of nurturance and support, and opportunities for autonomypredicted school satisfaction (Smith, Ito, Gruenewald, & Yeh, 2010). These findings suggest a need for an internationally comparative analysis to better understand the adolescent perceptions of school and its impact on various outcomes.…”

Teachers’ Self-Efficacy as Determinant of Students’ Attitudes toward School: A study at the School Level

“…Also, students who have positive attitudes towards school are more likely to exhibit participatory school behaviors such as respecting teachers and friends, responding to teachers' questions and assignments, and responding to school regulations and rules, while also displaying fewer disruptive and antisocial behaviors (Smith, Ito, Gruenewald, & Yeh, 2010;Finn & Rock, 1997). Archambault, Pagani, and Fitzpatrick (2013) pointed out that students who perceive their teacher as being supportive might be more responsive to academic expectations and demands and tend to be better engaged in classroom-related activities.…”