How classroom social dynamics shape school engagement: The role of peers, teachers, and their interplay

Published on Jun 1, 2018
Maaike Engels5
Estimated H-index: 5
(Katholieke Universiteit Leuven)
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Cited By4
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#1Maaike Engels (UG: University of Groningen)H-Index: 5
#2Jantine L. Spilt (Katholieke Universiteit Leuven)H-Index: 14
Last. Karine Verschueren (Katholieke Universiteit Leuven)H-Index: 42
view all 4 authors...
Abstract This longitudinal study investigated the role of teacher-student closeness and conflict in adolescents' school engagement trajectories, and how school engagement dimensions predict achievement trajectories. A sample of 5,382 adolescents (Mage.wave1 = 13.06, SD = 0.51; 49.6% boys) were followed from Grade 7 to 9. Yearly measures included student reports on school engagement dimensions, teacher reports on closeness and conflict, and standardized tests for math achievement. Latent growth m...
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#1Tuomo Virtanen (University of Jyväskylä)H-Index: 8
#2Eija Räikkönen (University of Jyväskylä)H-Index: 8
Last. Marja-Kristiina Lerkkanen (University of Jyväskylä)H-Index: 44
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Abstract Truancy in upper secondary education is a widespread problem, which contributes significantly to school dropout risk. However, the underlying mechanisms of truancy have remained unstudied. This longitudinal study of 1853 Finnish students examined how initial levels and changes in student engagement from primary (Grade 6) to lower secondary school (Grades 7 and 9) predicted truancy in upper secondary education, and whether cynicism (losing interest in school) mediated the relationship be...
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#1Maaike Engels (UG: University of Groningen)H-Index: 5
#2Karen Phalet (Katholieke Universiteit Leuven)H-Index: 37
Last. Karine Verschueren (Katholieke Universiteit Leuven)H-Index: 42
view all 5 authors...
Abstract This study investigates three important aspects of the classroom context in shaping adolescents' classroom engagement trajectories: (a) teacher support, (b) peer norms (i.e., descriptive and popularity norms), and (c) ethnic classroom composition (i.e., ethnic heterogeneity and proportion of majorities). An ethnically diverse sample of 730 adolescents from Grades 9 to 11 was followed annually. Longitudinal multilevel models revealed that more teacher support and higher classroom-levels ...
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#1Maaike Engels (UG: University of Groningen)H-Index: 5
#2Hilde Colpin (Katholieke Universiteit Leuven)H-Index: 25
Last. Karine Verschueren (Katholieke Universiteit Leuven)H-Index: 42
view all 8 authors...
Abstract This study used a person-centered approach to identify adolescents' peer status profiles and examined how these profiles differed regarding the development of school engagement and loneliness. A sample of 794 adolescents was followed from Grades 7 to 11 (MageWave1 = 13.81 years). Measures included peer nominations of peer status, and student reports of school engagement and peer-related loneliness. Latent class growth analysis identified three profiles: popular-liked, unpopular-disliked...
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