Student engagement, truancy, and cynicism: A longitudinal study from primary school to upper secondary education

Virtanen, Tuomo; Räikkönen, Eija; Engels, Maaike; Vasalampi, Kati; Lerkkanen, Marja‐Kristiina

doi:10.1016/j.lindif.2021.101972

Cited by 17 publications

(11 citation statements)

References 58 publications

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“…In the present study, we focus on a different set of potential mediators of gender difference: school enjoyment, school engagement, task value for literacy, and two school burnout symptoms, that is, exhaustion and cynicism. We expect that shortcomings in one or several of these domains may have a negative effect on all parts of schooling, including the development of reading skills or the effort invested in doing one's best in a reading test (e.g., Anmarkrud & Bråten, 2009;Malanchini et al, 2017;Taboada et al, 2009;Virtanen et al, 2021;Wigfield et al, 2012).…”

Section: Gap In Readingmentioning

confidence: 99%

Can We Explain the Large Gender Gap in PISA Reading Performance? The Finnish Enigma Demystified

Torppa¹,

Niemi²,

Vasalampi³

et al. 2023

Preprint

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The present study examined the atypically wide gender gap in reading performance in Finland. The aim was to provide novel insights via two types of analyses in a longitudinal sample across Grades 1 through 9 (N = 1,512). First, we examined whether girls’ superiority is reading specific or if it can also be found in arithmetic fluency. Second, we examined whether the gender differences in students’ experiences of school, including enjoyment, engagement, task value for literacy, or burnout, could explain the gender difference in reading fluency and Program for International Student Assessment (PISA) Reading performance. The results suggested no general advantage for girls, instead indicating a slight but consistent advantage for boys in arithmetic fluency. Furthermore, the gender effect in reading was significant but at a customary low level, predicting 9% of the reading fluency variance and 5% of the PISA Reading variance. A part of the gender effect on reading ran indirectly via school enjoyment, task value for literacy, and exhaustion, but for the most part, it was not mediated via the students’ experiences of school. However, the gender effect on PISA Reading was fully mediated via reading fluency. Of the PISA Reading variance, 41% was explained by the model based on gender, students’ experiences of school, and reading fluency. The results suggest that gender effect in reading (1) is not as large as often thought but is visible in both reading fluency and in reading comprehension (PISA), (2) is not a reflection of an overall poorer school achievement of boys, and (3) is only partially mediated via students’ experiences of school.

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Section: Gap In Readingmentioning

confidence: 99%

Can We Explain the Large Gender Gap in PISA Reading Performance? The Finnish Enigma Demystified

Torppa¹,

Niemi²,

Vasalampi³

et al. 2023

Preprint

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“…Recently, Liu et al (2017) found cynicism to be inversely related to medical interns' engagement. Similarly, in a study on Finnish students, Virtanen et al (2021) found a negative association between cynicism and engagement. Therefore, it is hypothesized that, H3.…”

Section: Reducing Intern Cynicismmentioning

confidence: 80%

Understanding factors shaping engagement in remote internships: the role of institutional communication, faculty support and intern cynicism

Kakkar,

Ghulyani,

Kuril

et al. 2024

IJEM

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PurposeThis study aims to understand the factors that shape intern engagement in remote settings by investigating the relationship between faculty support, institutional communication, intern cynicism, professional efficacy and work engagement during remote internships.Design/methodology/approachData were collected for a period of two years from 309 interns representing four prestigious business schools in India. The statistical analysis involved employing covariance-based modelling using AMOS 22 and the NCA package for R.FindingsThe study reveals that institutional communication plays a vital role in reducing intern cynicism and enhancing professional efficacy, ultimately leading to higher levels of engagement. However, faculty support was found to primarily address cynicism, without significantly bolstering intern’s professional efficacy. Further, faculty support plays a more important role in facilitating work engagement compared to institutional communication.Research limitations/implicationsThe findings contribute to the Job Demands-Resources theory and efficacy literature by highlighting the distinct role of institutional factors in determining intern engagement. This study provides valuable insights into the mechanisms that shape intern engagement in remote settings.Practical implicationsThe findings suggest that institutions should prioritize task-oriented communication practices, as this contributes to enhancing intern’s professional efficacy. Additionally, faculty members should focus on addressing intern cynicism through relationship-oriented communication strategies.Originality/valueThis study's originality lies in its examination of the underexplored domain of remote internships, providing actionable insights that can inform the development of interventions aimed at deepening engagement in remote internships.

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“…Parents give the highest rating to the educational work of the school on the formation of such personality traits in their children as honesty in relationships with people, kindness in relationships with people, fairness in relationships with people, and interest in learning. Studies show that a high level of interest in learning is subsequently associated with less absenteeism and higher academic results [6]. To a lesser extent, parents are satisfied with the extent to which school fosters high life needs, will and tolerance for the views and opinions of other people, and positive life goals in their children.…”

Section: Resultsmentioning

confidence: 99%

Features of the educational system in the Kabardino-Balkarian Republic (Russian Federation) in the context of digitalization

2021

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The results of an automated online survey of parents of schoolchildren in the Kabardino-Balkarian Republic (Russian Federation) are presented. The aim of the survey was to study the satisfaction of the parents of schoolchildren with the form of organization and the results of the educational work of the educational organization. The average indicators of parental satisfaction with various aspects of educational work are analyzed. It was revealed that the satisfaction of parents in the areas of educational work differs. Parents are little satisfied with how the school forms positive life goals, high life needs, tolerance for the views and opinions of other people, the development of volitional qualities, and independence. Parents believe that the school does not help the child to believe in themselves, learn to solve life problems, overcome difficulties does not teach the correct behavior in difficult life situations. From their point of view, the school does not sufficiently teach their children to reject nationalism, extremism, corruption; prevention of alcohol and drug addiction and smoking. Also, parents believe that the school does not prepare well enough for a meaningful choice of profession. To increase the efficiency of the organization of educational work, it is recommended to improve the training of future teachers in the process of obtaining higher education. It is necessary to prepare them for professional activity in modern conditions of digital transformation of society and education on the basis of a systematic approach to the organization of educational work and the use of innovative technologies.

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Student engagement, truancy, and cynicism: A longitudinal study from primary school to upper secondary education

Cited by 17 publications

References 58 publications

Can We Explain the Large Gender Gap in PISA Reading Performance? The Finnish Enigma Demystified

Can We Explain the Large Gender Gap in PISA Reading Performance? The Finnish Enigma Demystified

Understanding factors shaping engagement in remote internships: the role of institutional communication, faculty support and intern cynicism

Features of the educational system in the Kabardino-Balkarian Republic (Russian Federation) in the context of digitalization

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