Self‐efficacy, goal orientation, and fear of failure as predictors of school engagement in high school students

Abstract

Lack of school engagement among adolescents in this country remains a problem that can have very serious consequences including increased risk for school dropout, substance use, teenage pregnancy, and criminal activity. Clearly, identification of psychological variables (selfvariables) of individuals that facilitate or hinder adolescents' levels of school engagement would contribute greatly to the understanding of how to increase adolescents' psychological well-being and their achievement motivation and associated school engagement. The present study examined the degree of association of three specific self-variables (self-efficacy, goal orientation, and fear of failure) with school engagement for high school students. The results and implications for intervention and future research are addressed.

Perfectionism and school engagement: A three-wave longitudinal study

“…In addition, research with school students has shown that perfectionism is related to numerous characteristics PERFECTIONISM AND SCHOOL ENGAGEMENT 4 and processes that are closely linked to school engagement (e.g., effort invested in schoolwork, adaptive study strategies) and predictive of educational success (e.g., academic efficacy, academic achievement; Rice & Slaney, 2002; see also Stoeber, Edbrooke-Childs, & Damian, in press). In turn, school engagement has shown negative relations with fear of failure and positive relations with mastery goal orientations (e.g., Caraway, Tucker, Reinke, & Hall, 2003;Ryan & Patrick, 2001;Walker, Greene, & Mansell, 2006).…”

Motivation, learning, and transformative experience: A study of deep engagement in science

“…Engagement refers to the intensity and emotional quality of students' involvement (Connell, 1990;Fredricks, Blumenfeld, & Paris, 2004). It is a holistic construct having a behavioral (e.g., on-task behavior coupled with goal-directed activity and persistence), affective (e.g., interest, curiosity), and cognitive component (e.g., use of deep-level learning strategies) (Ainley, 1993;Blumenfeld, Megendoller, & Puro, 1992;Connell, 1990;Caraway, Tucker, Reinke, & Hall, 2003;Furrer & Skinner, 2003;Meece, Blumenfeld, & Hoyle, 1988;Skinner, Wellborn, & Connell, 1990). Engagement is a promising construct in education because it has the potential to integrate numerous bodies of literature (e.g., motivation, cognitive strategies) and provide a unified framework for studying education (Fredricks et al, 2004).…”

Modeling the Relations among Parental Involvement, School Engagement and Academic Performance of High School Students

“…Specifically, it is considered the main model for understanding and predicting graduation of students from high school (Fall & Roberts, 2012). Previous studies have found that students who are careful to attend all of their classes, concentrate on learning, and obey the schools' rules and regulations, generally achieve higher grades (Caraway, Tucker, Reinke, & Hall, 2003;Wang & Holcombe, 2010). Additionally, (Finn & Rock, 1997;Moretti, 2007) pointed out that poor school engagement can increase rates of school failure, withdraw, dropout and problematic behavior.…”