Social Support Matters: Longitudinal Effects of Social Support on Three Dimensions of School Engagement From Middle to High School
TLDR
This study examined the relative influence of adolescents' supportive relationships with teachers, peers, and parents on trajectories of different dimensions of school engagement from middle to high school and how these associations differed by gender and race or ethnicity.Abstract:
This study examined the relative influence of adolescents’ supportive relationships with teachers, peers, and parents on trajectories of different dimensions of school engagement from middle to high school and how these associations differed by gender and race or ethnicity. The sample consisted of 1,479 students (52% females, 56% African American). The average growth trajectories of school compliance, participation in extracurricular activities, school identification, and subjective valuing of learning decreased from 7th to 11th grades (mean ages = 12.9 years to 17.2 years). Different sources of social support were not equally important in their impact on school engagement, and the effect of these sources differed by the aspect of engagement studied. For instance, peer social support predicted adolescents’ school compliance more strongly and school identification less strongly than teacher social support.read more
Citations
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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).
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Motivational pathways to STEM career choices: Using expectancy–value perspective to understand individual and gender differences in STEM fields
Ming-Te Wang,Jessica L. Degol +1 more
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.
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The reciprocal links between school engagement, youth problem behaviors, and school dropout during adolescence
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.
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From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation
TL;DR: The Situated Expectancy-Value Theory (SEVT) as mentioned in this paper is a theory of achievement choice that is based on the expectancy-value theory of choice, which has been widely used in the literature.
Journal ArticleDOI
Adolescent Behavioral, Emotional, and Cognitive Engagement Trajectories in School and Their Differential Relations to Educational Success.
TL;DR: This article used a multidimensional approach to examine developmental trajectories of three dimensions of school engagement (school participation, sense of school belonging, and self-regulated learning) from grades 7 to 11 and their relationships to changes in adolescents' academic outcomes over time.
References
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Journal ArticleDOI
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