Teacher and child variables as predictors of academic engagement among low‐income African American children

Abstract

A causal model for understanding the complex interplay between student-reported teacher behaviors, student self-systems, and student engagement was tested. One hundred seventeen African American students in grades 1 through 12 completed a comprehensive questionnaire regarding teacher context, self, and engagement variables. A series of hierarchical regression analyses were conducted to test the hypothesized mediation models and to construct a path model. Most hypotheses were supported. Student self-system variables (perceived competency and autonomy) mediated relations between teacher context (structure and autonomy support), and engagement. Contrary to predictions, however, teacher involvement exerted a strong and direct effect on student engagement even when controlling for grade level and self-system variables. Given existing research showing that African American students are at risk for low teacher involvement and that engagement is critical for academic success, research and intervention strategies are urgently needed to promote teacher involvement with these students.

Trajetórias escolares de adolescentes em conflito com a lei

“…Há que se notar que a qualidade das relações na escola é perpassada pelo desempenho, e pelo grau de consciência que o aluno tem desse importante aspecto de sua vida escolar. De acordo com Tucker, Zayco e Herman (2002) e Chen (2005, o desempenho é condição sine qua non à adaptação escolar (cumpre a finalidade última da escolarização). Se as aquisições acontecem, como no caso de Gabriel (G), a ligação com a escola e com a própria escolarização parece mais forte e ultrapassa o plano dos relacionamentos pessoais.…”

“…Assim, se a experiência escolar é positiva, é nesse ambiente que os adolescentes investem boa parte de seu tempo diário, participando de atividades educacionais que favorecem o desenvolvimento cognitivo, emocional e social (MASCHIA et al, 2008). Uma boa vinculação à escola desponta como um dos fatores protetivos mais robustos ao engajamento sério de jovens com a prática de delitos (LEBLANC, 1994;LILJEBERG et al, 2011;VAN DER LAAN;BLOM;KLEEMANS, 2009).…”

An examination of teacher instruction and student engagement involving adolescents with and without challenging behavior.

“…Student engagement included on task behavior defined as reading, writing, responding to questions, reacting to prompts and task completion. Recommended rates of student engagement (active, passive or combined) are not available; however, a general understanding that student engagement level is a strong predictor of student achievement is evident in the research (Greenwood et aL, 2002;Tucker et aL, 2002). Previous research found general levels of student engagement for students exhibiting behavior concems between 49% and 94% in an instructional context (Baker et aL, 2008;Hayling et aL, 2008).…”

“…Student engagement variables of disability status, social economic status and race/ethnicity further describe the differences in student engagement (Baker et aL, 2008;Tucker et aL, 2002). In addition, engagement is associated with positive student outcomes across learning environments.…”

“…Student engagement with the curriculum is identified as a strong predictor of student achievement (Greenwood et aL, 2002;Tucker et aL, 2002). As teachers plan instruction and design activities, efforts should incorporate best practices for actively involving students with the curriculum resulting in high rates of on task behavior.…”