School context, achievement motivation, and academic engagement: A longitudinal study of school engagement using a multidimensional perspective
TL;DR: In this paper, a longitudinal study adopts a multidimensional perspective to examine the relationships between middle school students' perceptions of the school environment (structure support, provision of choice, teaching for relevance, teacher and peer emotional support), achievement motivation (academic selfconcept and subjective task value), and school engagement (behavioral, emotional, and cognitive engagement).
About: This article is published in Learning and Instruction.The article was published on 2013-12-01. It has received 630 citations till now. The article focuses on the topics: Student engagement & Academic achievement.
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3,385 citations
TL;DR: In this article, the authors evaluate the existing literature on school climate and bring to light the strengths, weakness, and gaps in the ways researchers have approached the construct of school climate.
Abstract: The construct of school climate has received attention as a way to enhance student achievement and reduce problem behaviors. The purpose of this article is to evaluate the existing literature on school climate and to bring to light the strengths, weakness, and gaps in the ways researchers have approached the construct. The central information in this article is organized into five sections. In the first, we describe the theoretical frameworks to support the multidimensionality of school climate and how school climate impacts student outcomes. In the second, we provide a breakdown of the four domains that make up school climate, including academic, community, safety, and institutional environment. In the third, we examine research on the outcomes of school climate. In the fourth, we outline the measurement and analytic methods of the construct of school climate. Finally, we summarize the strengths and limitations of the current work on school climate and make suggestions for future research directions.
652 citations
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...through positive academic self-concept (Roeser et al. 1996; Wang and Eccles 2013)....
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...For example, student perceptions of school mastery goal structure have been linked to greater academic achievement through positive academic self-concept (Roeser et al. 1996; Wang and Eccles 2013)....
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TL;DR: A literature review of the current knowledge surrounding individual and gender differences in STEM educational and career choices, using expectancy-value theory as a guiding framework to provide both a well-defined theoretical framework and complementary empirical evidence for linking specific sociocultural, contextual, biological, and psychological factors.
559 citations
Cites background from "School context, achievement motivat..."
...Valuerelated beliefs are predictive of achievement and academic engagement (Schiefele, 2001) but are even stronger predictors of choice behaviors and beliefs such as career aspirations in STEM (Eccles, 2009; Eccles & Wang, 2012; Wang & Eccles, 2013)....
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TL;DR: Results indicated that adolescents who had declines in behavioral and emotional engagement with school tended to have increased delinquency and substance use over time and higher likelihood of dropping out of school.
Abstract: Drawing on the self-system model, this study conceptualized school engagement as a multidimensional construct, including behavioral, emotional, and cognitive engagement, and examined whether changes in the three types of school engagement related to changes in problem behaviors from 7th through 11th grades (approximately ages 12–17). In addition, a transactional model of reciprocal relations between school engagement and problem behaviors was tested to predict school dropout. Data were collected on 1,272 youth from an ethnically and economically diverse county (58% African American, 36% European American; 51% females). Results indicated that adolescents who had declines in behavioral and emotional engagement with school tended to have increased delinquency and substance use over time. There were bidirectional associations between behavioral and emotional engagement in school and youth problem behaviors over time. Finally, lower behavioral and emotional engagement and greater problem behaviors predicted greater likelihood of dropping out of school.
508 citations
Cites background from "School context, achievement motivat..."
...N IH -PA Author M anuscript N IH -PA Author M anuscript N IH -PA Author M anuscript Wang & Eccles, 2013)....
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TL;DR: Parental involvement was found to improve academic and emotional functioning among adolescents and predicted adolescent academic success and mental health both directly and indirectly through behavioral and emotional engagement.
Abstract: Parental involvement in education remains important for facilitating positive youth development. This study conceptualized parental involvement as a multidimensional construct-including school-based involvement, home-based involvement, and academic socialization-and examined the effects of different types of parental involvement in 10th grade on student achievement and depression in 11th grade (approximately ages 15-17 years). In addition, this study tested whether parental involvement influenced adolescent outcomes by increasing their academic engagement in school. A total of 1,056 adolescents participated in the study (51% males; 53% European American, 40% African American, and 7% other). Parental involvement was found to improve academic and emotional functioning among adolescents. In addition, parental involvement predicted adolescent academic success and mental health both directly and indirectly through behavioral and emotional engagement.
363 citations
Cites background from "School context, achievement motivat..."
...The extent to which adolescents are behaviorally and emotionally engaged with school shapes how they deal with difficulties and obstacles in school, bounce back from setbacks and failures, and reengage with challenging academic tasks (Skinner et al., 2009; Wang & Eccles, 2013)....
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References
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21,337 citations
"School context, achievement motivat..." refers background in this paper
...…provision of choice and behavioral engagement suggests that greater behavioral engagement is more likely to occur in a school environment that responds to differing levels of academic ability with the developmentally appropriate provision of autonomy (Deci & Ryan, 1985; Patrick et al., 1993)....
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Book•
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TL;DR: The General Model, Part I: Latent Variable and Measurement Models Combined, Part II: Extensions, Part III: Extensions and Part IV: Confirmatory Factor Analysis as discussed by the authors.
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TL;DR: A Monte Carlo study compared 14 methods to test the statistical significance of the intervening variable effect and found two methods based on the distribution of the product and 2 difference-in-coefficients methods have the most accurate Type I error rates and greatest statistical power.
Abstract: A Monte Carlo study compared 14 methods to test the statistical significance of the intervening variable effect. An intervening variable (mediator) transmits the effect of an independent variable to a dependent variable. The commonly used R. M. Baron and D. A. Kenny (1986) approach has low statistical power. Two methods based on the distribution of the product and 2 difference-in-coefficients methods have the most accurate Type I error rates and greatest statistical power except in 1 important case in which Type I error rates are too high. The best balance of Type I error and statistical power across all cases is the test of the joint significance of the two effects comprising the intervening variable effect.
8,629 citations