School effects on students' engagement with school: Academic performance moderates the effect of school support for learning on students' engagement

Moreira, Paulo; Dias, Adelaide Alves; Matias, Carla; Castro, Jorge; Gaspar, Tânia; Oliveira, Joana

doi:10.1016/j.lindif.2018.07.007

Cited by 44 publications

(32 citation statements)

References 52 publications

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“…We controlled for student prior academic performance, age, and gender (0 = male; 1 = female) in our analyses because these factors are shown to influence student engagement (Lietaert, Roorda, Laevers, Verschueren, & De Fraine, 2015; Moreira et al, 2018; Wang & Eccles, 2012b). We considered students’ academic performances in standardized national examinations to be a proxy for academic ability.…”

Section: Methodsmentioning

confidence: 99%

“…The associations between student engagement and important academic outcomes such as academic performance and school completion are now well‐documented (Lee, 2014; Li & Lerner, 2011; Wang & Fredricks, 2014; Wang & Holcombe, 2010). Important developments have also been made to the current understanding of how engagement changes over time (Archambault & Dupéré, 2017; Zhen et al, 2019), and how this change is influenced by contextual factors (Moreira et al, 2018; Moreira & Lee, 2020; Wang & Eccles, 2012a).…”

Section: Introductionmentioning

confidence: 99%

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Student engagement with school and personality: a biopsychosocial and person‐centred approach

Moreira

Inman²,

Cloninger³

et al. 2020

Brit J of Edu Psychol

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Background Engagement with school is a key predictor of students’ academic outcomes, yet little is known about its association with personality. No research has considered this association using Cloninger’s biopsychosocial model of personality. This model may be particularly informative because it posits the structure of human personality corresponds to three systems of human learning and memory that regulate associative conditioning, intentionality, and self‐awareness, all of which are relevant for understanding engagement. Aims To test for defined personality phenotypes and describe how they relate to student engagement. Sample 469 adolescents (54.2% female) attending the eighth (Mage = 13.2, SD = .57) or 11th (Mage = 16.5, SD = .84) grades. Methods Students completed self‐report measures of personality and engagement. We used mixture models to identify latent classes defined by common (1) temperament profiles, (2) character profiles, and (3) joint temperament–character networks, and then tested how these classes differed in engagement. Results Latent class analysis revealed three distinct joint temperament–character networks: Emotional‐Unreliable (emotionally reactive, low self‐control, and low creativity), Organized‐Reliable (self‐control but not creative), and Creative‐Reliable (highly creative and prosocial). These networks differed significantly in engagement, with the emotional‐unreliable network linked to lower engagement. However, the magnitudes of these differences across engagement dimensions did not appear to be uniform. Conclusions Different integrated configurations of the biopsychosocial systems for associative conditioning, intentionality, and self‐awareness (differences in personality) underlie student engagement. Our results offer a fine‐grained understanding of engagement dimensions in terms of their underlying personality networks, with implications for educational policies and practices.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Student engagement with school and personality: a biopsychosocial and person‐centred approach

Moreira

Inman²,

Cloninger³

et al. 2020

Brit J of Edu Psychol

Self Cite

View full text Add to dashboard Cite

show abstract

“…This measure was designed for use with Portuguese adolescents but can be easily adapted for use in other countries. Recent studies have shown that student engagement in Portugal has similar dimensionality (Moreira & Dias, 2018) and characteristics to student engagement in other cultures (e.g., decreases with age; lower in students from lower socioeconomic status [SES] families; Moreira, Dias, et al, 2018). Having an instrument that captures the full multidimensional nature of the student engagement construct will have important implications for research on student disengagement and dropout, school interventions and policy, and the monitoring/assessment of engagement in students, including those for who the consequences of disengagement are more severe (e.g., students from disadvantaged backgrounds).…”

Section: Introductionmentioning

confidence: 99%

“…The reciprocal relationships between student engagement and academic performance have been studied extensively and are well established. Engagement predicts academic performance (Carbonaro, 2005; Lee, 2014), and academic performance also predicts student engagement (Chase et al, 2014; Moreira, Dias, et al, 2018; Wang & Eccles, 2012). It was also expected that student engagement would be associated with emotional well-being because at least one theory (Fredrickson, 2001) suggests that positive emotions broaden cognitions and behaviors and help build adaptive physical, intellectual, and social resources, such as engagement.…”

Section: Introductionmentioning

confidence: 99%

An Integration of Multiple Student Engagement Dimensions into a Single Measure and Validity-Based Studies

Moreira

Cunha

Inman

2019

Journal of Psychoeducational Assessment

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Student engagement is typically regarded as being a multidimensional construct, but there remains no clear consensus about its precise conceptualization. Several current measures of student engagement are limited by their omission of relevant dimensions and/or poor correspondence between dimension labels and item content. To address these limitations, we integrated dimensions from two validated student engagement instruments, each with different approaches to the dimensionality of student engagement, into a single measure and assessed its psychometric properties. We concluded from factor analyses that this scale captures seven distinct-yet-related engagement dimensions, including students’ perceptions of contextual influences, which load on a global higher-order student engagement construct. Structural equation modeling (SEM) indicated that poor academic performance was linked to lower student engagement and that lower student engagement was associated with worse emotional well-being, confirming the concurrent validity of the scale. The results validate the integrated measure of engagement as a comprehensive assessment of student engagement in Portuguese adolescents.

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“…Previous research has found a strong connection between students' feeling of belonging and learning achievements [15]. For example, a supportive school climate and safe teacher-student relationships increase students' engagement [16,17]. Many studies state that students' sense of community and the satisfaction of their educational needs increase students' engagement with their studies [18].…”

Section: Introductionmentioning

confidence: 99%

Teachers Supporting Students in Collaborative Ways—An Analysis of Collaborative Work Creating Supportive Learning Environments for Every Student in a School: Cases from Austria, Finland, Lithuania, and Poland

et al. 2021

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Many studies have highlighted the importance of community and cooperation in inclusive education. However, traditionally, teachers are trained to manage their classes alone. Along with the aspirations of inclusive education, there is high pressure to develop school cultures that are more communal and to reorient school personnel’s work, making it more collaborative, in order to meet the diverse needs of all students. In this research, we explored and compared the collaborative ways in which teachers supported their students in four schools in Austria, Finland, Lithuania, and Poland. As a conceptual framework, the research utilized theories of interprofessional teamwork. The researchers applied a theory-led thematic analysis to the research data. The main findings indicate that collaborative action needs to be an essential part of teachers’ work in an inclusive school. The schools and teachers implemented both proactive and reactive ways of constructing an inclusive pedagogy when they supported their students.

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School effects on students' engagement with school: Academic performance moderates the effect of school support for learning on students' engagement

Abstract: School effects on students' engagement with school: academic performance moderates the effect of school support for learning on students' engagement

Cited by 44 publications

References 52 publications

Student engagement with school and personality: a biopsychosocial and person‐centred approach

Student engagement with school and personality: a biopsychosocial and person‐centred approach

An Integration of Multiple Student Engagement Dimensions into a Single Measure and Validity-Based Studies

Teachers Supporting Students in Collaborative Ways—An Analysis of Collaborative Work Creating Supportive Learning Environments for Every Student in a School: Cases from Austria, Finland, Lithuania, and Poland

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