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Descary G, Dupéré V, T Hebert S, Schoon I. Is Academic Agency Relevant for the School-to-Work Transition of Lower Attainers? Evidence from Canada and England. J Youth Adolesc 2023; 52:2509-2525. [PMID: 37620684 DOI: 10.1007/s10964-023-01843-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/01/2023] [Accepted: 08/02/2023] [Indexed: 08/26/2023]
Abstract
Academic agency is recognized as an important predictor of higher education attainment among the general population during the school-to-work transition. However, there is little evidence on whether (a) academic agency is associated with higher education attainment among young people facing education difficulties (i.e., lower attainers), (b) academic agency is associated with a smooth entry in a meaningful job among lower attainers, and (c) these associations vary across educational contexts. This study draws on longitudinal data from lower attainers in the province of Québec (Mage = 16.31, SD = 0.98; 48% females) and in England (Mage = 15.86, SD = 0.72; 42% females), two regions with similar education systems, yet different vocational training provision. In both samples, fewer than one in four participants reach higher education by age 20. Also, in both countries academic agency is associated with a greater likelihood of being in higher education compared to other employment and education outcomes at age 20, but not with rapid entry into meaningful employment. Thus, focussing on higher education attainment and academic-related factors such as academic agency is of limited relevance for understanding lower attainers' success over school-to work transitions. For them, understanding this transition also requires considering rapid entry in meaningful employment, as well as non-academic forms of agency supporting such work-oriented outcomes.
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Affiliation(s)
- Guillaume Descary
- École de psychoéducation, Université de Montréal, C.P. 6128, succursale Centre-Ville, Montréal, H3C 3J3, Canada.
| | - Véronique Dupéré
- École de psychoéducation, Université de Montréal, C.P. 6128, succursale Centre-Ville, Montréal, H3C 3J3, Canada.
| | - Sophie T Hebert
- Institut universitaire Jeunes en difficulté (IUJD), 1001 Boul. de Maisonneuve E, Montréal, H2L 4R5, Canada.
| | - Ingrid Schoon
- Institute of Education, University College London, 55-59 Gordon Square, London, WC1H 0AL, UK.
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Bélanger F, Cantin S, Archambault I. Student Engagement as a Mediator Process Between Peer Victimization and Achievement at the Beginning of Middle School. THE JOURNAL OF SCHOOL HEALTH 2023; 93:973-981. [PMID: 37528549 DOI: 10.1111/josh.13388] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/03/2022] [Revised: 06/09/2023] [Accepted: 07/17/2023] [Indexed: 08/03/2023]
Abstract
BACKGROUND Very few studies have properly identified how peer victimization is associated with lower achievement in middle or high school. In this context, this study examined how peer victimization at the beginning of middle school is linked with subsequent student achievement. Specifically, it assessed if the behavioral, affective, and cognitive dimensions of engagement in school play a mediation role in the relationship between peer victimization and student achievement. METHODS The sample of this study included 683 seventh graders attending 3 schools in Montreal, Canada. Students self-reported peer victimization at the beginning and end of grade 7. They also reported their levels of student engagement on the 3 dimensions (behavioral, affective, and cognitive) across 3 time points in seventh and eighth grades. Student achievement in language arts across these 2 years was also obtained through school records. RESULTS Peer victimization significantly predicted lower achievement over time (b = -.24, p ≤ .001). Peer victimization predicted lower achievement in grade 8 indirectly through affective student engagement (b = -.11, p < .05). Post hoc analyses showed that peer victimization still predicted lower achievement in grade 8 indirectly through a decrease in affective engagement (b = -.14, p < .05). However, when considered alone, a decrease in cognitive engagement also acted as a mediator (b = -.09, p < .05), suggesting a strong link with affective engagement. CONCLUSION Our findings expose the importance to promote student engagement in school and achievement for victimized youth.
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Affiliation(s)
- Félix Bélanger
- School of Psychoeducation, Université de Montréal, C.P. 6128, Succursale Centre-Ville, Montréal, QC, H3C 3J7, Canada
- Affiliated Student, School Environment Research Group, Université de Montréal, Montréal, QC, Canada
- Affiliated Student, Canada's Research Group on Well-Being in Schools and Achievement, Montréal, QC, Canada
| | - Stéphane Cantin
- School of Psychoeducation, Université de Montréal, Montréal, QC, Canada
| | - Isabelle Archambault
- School of Psychoeducation, Université de Montréal, C.P. 6128, Succursale Centre-Ville, Montréal, QC, H3C 3J7, Canada
- Head Researcher, School Environment Research Group, Université de Montréal, Montréal, QC, Canada
- Holder, Canada's Research Group on Well-Being in Schools and Achievement, Montréal, QC, Canada
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Lin W, Zaman SI, Jamil S, Khan SA. Students engagement in distant learning: How much influence do the critical factors have for success in academic performance? PSYCHOLOGY IN THE SCHOOLS 2023. [DOI: 10.1002/pits.22858] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/21/2023]
Affiliation(s)
- Weiyi Lin
- Chengyi College Jimei University Xiamen Fujian China
| | - Syed Imran Zaman
- Department of Business Administration Jinnah University of Women Karachi Pakistan
- School of Economics and Management Southwest Jiaotong University Chengdu China
| | - Sobia Jamil
- Department of Business Administration Jinnah University of Women Karachi Pakistan
| | - Sharfuddin Ahmed Khan
- Industrial Systems Engineering, Faculty of Engineering and Applied Science University of Regina Regina Canada
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Li L, Valiente C, Eisenberg N, Spinrad TL, Johns SK, Berger RH, Thompson MS, Southworth J, Pina AA, Hernández MM, Gal-Szabo DE. Longitudinal relations between behavioral engagement and academic achievement: The moderating roles of socio-economic status and early achievement. J Sch Psychol 2022; 94:15-27. [PMID: 36064213 PMCID: PMC9484542 DOI: 10.1016/j.jsp.2022.08.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/14/2020] [Revised: 03/02/2022] [Accepted: 08/01/2022] [Indexed: 10/15/2022]
Abstract
This study investigated developmental trajectories of observationally coded engagement across the early elementary years and whether these trajectories were associated with children's academic achievement. Furthermore, we evaluated if these relations varied as a function of children's family socio-economic status and early reading and math skills. Data were collected from 301 children who were studied from kindergarten (Mage = 65.74 months; 49% boys) to 2nd grade. Children's behavioral engagement was observed in kindergarten, 1st, and 2nd grade. Reading and math skills were assessed via standardized tests in kindergarten and 2nd grade. Growth mixture models identified two classes of behavioral engagement: most children (87.0%) displayed relatively high behavioral engagement in the fall of kindergarten and decreased significantly across time (referred to below as high-decreasing class), and other children (13.0%) exhibited moderate behavioral engagement in the fall of kindergarten that was stable across time (referred to below as moderate-stable class). After controlling for academic skills in kindergarten and demographic variables (i.e., child age, sex, ethnicity, and family socio-economic status), children in the high-decreasing class displayed higher reading skills, but not math skills, than children in the moderate-stable class. Additional analyses revealed that differences in reading skills between the two classes were present only for children from low socio-economic status families or for children low in kindergarten reading skills. The findings suggest that economically or academically at-risk students might benefit more than their peers from high behavioral engagement.
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Affiliation(s)
- Longfeng Li
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University, Tempe, USA
| | - Carlos Valiente
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University, Tempe, USA.
| | - Nancy Eisenberg
- Department of Psychology, Arizona State University, Tempe, USA
| | - Tracy L Spinrad
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University, Tempe, USA
| | - Sarah K Johns
- Department of Psychology, Arizona State University, Tempe, USA
| | - Rebecca H Berger
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University, Tempe, USA; Education and Child Development, NORC at the University of Chicago, USA
| | - Marilyn S Thompson
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University, Tempe, USA
| | - Jody Southworth
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University, Tempe, USA
| | - Armando A Pina
- Department of Psychology, Arizona State University, Tempe, USA
| | | | - Diana E Gal-Szabo
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University, Tempe, USA
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Chen H, Zeng Z. Associations of hedonic and eudaimonic orientations with subjective experience and objective functioning in academic settings: The mediating roles of academic behavioral engagement and procrastination. Front Psychol 2022; 13:948768. [PMID: 36032996 PMCID: PMC9407014 DOI: 10.3389/fpsyg.2022.948768] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/20/2022] [Accepted: 07/28/2022] [Indexed: 11/13/2022] Open
Abstract
The question of how the pursuit of happiness affects an individual’s actual well-being has received much scholarly attention in recent years. However, few studies have investigated the associations of happiness orientation with people’s subjective experience and objective functioning simultaneously. The current research examines the possibility that hedonic and eudaimonic orientations have different relationships with college students’ affective well-being and academic achievement, while taking into consideration the behavioral mechanism that underlies the process. We conducted online surveys to collect data including hedonic and eudaimonic orientations at the beginning of the semester and academic behavioral engagement, procrastination, and affective well-being at the end of the semester with a final sample of 566 Chinese undergraduate students. Their official grade point average for the semester was extracted from the university records system. The results confirmed that overall hedonic orientation was negatively associated with affective well-being and academic achievement, whereas eudaimonic orientation was positively associated with these outcomes. The study further found that both academic behavioral engagement and procrastination played mediating roles in the associations of happiness orientation with positive affect and academic achievement. However, only procrastination mediated the relationship between happiness orientation and negative affect. Theoretical and practical implications were discussed.
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Affiliation(s)
- Hezhi Chen
- Department of Psychology, School of Education, Zhejiang International Studies University, Hangzhou, China
| | - Zhijia Zeng
- Mental Health Education Center, Zhejiang University of Finance and Economics, Hangzhou, China
- *Correspondence: Zhijia Zeng,
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Reyes B, Jiménez‐Hernández D, Martínez‐Gregorio S, De los Santos S, Galiana L, Tomás JM. Prediction of academic achievement in Dominican students: Mediational role of learning strategies and study habits and attitudes toward study. PSYCHOLOGY IN THE SCHOOLS 2022. [DOI: 10.1002/pits.22780] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Betty Reyes
- School of Psychology Autonomous University of Santo Domingo Santo Domingo Dominican Republic
| | | | - Sara Martínez‐Gregorio
- Department of Methodology for the Behavioral Sciences Universitat de València Valencia Spain
| | - Saturnino De los Santos
- School of Psychology Autonomous University of Santo Domingo Santo Domingo Dominican Republic
| | - Laura Galiana
- Department of Methodology for the Behavioral Sciences Universitat de València Valencia Spain
| | - José M. Tomás
- Department of Methodology for the Behavioral Sciences Universitat de València Valencia Spain
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7
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Bai Y, Wang J, Huo Y, Huo J. The desire for self-control and academic achievement: the mediating roles of self-efficacy and learning engagement of sixth-grade Chinese students. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-03275-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
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8
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Hofverberg A, Winberg M, Palmberg B, Andersson C, Palm T. Relationships Between Basic Psychological Need Satisfaction, Regulations, and Behavioral Engagement in Mathematics. Front Psychol 2022; 13:829958. [PMID: 35496190 PMCID: PMC9040704 DOI: 10.3389/fpsyg.2022.829958] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/06/2021] [Accepted: 03/21/2022] [Indexed: 11/13/2022] Open
Abstract
Behavioral engagement is a key determinant of students’ learning. Hence, knowledge about mechanisms affecting engagement is crucial for educators and stakeholders. Self-determination theory (SDT) offers a framework to understand one of these mechanisms. However, extant studies mostly consider only parts of SDT’s theoretical paths from basic psychological need satisfaction via regulations to student engagement. Studies that investigate the full model are rare, especially in mathematics, and results are inconclusive. Moreover, constructs are often merged in ways that may preclude detailed understanding. In this study, we used structural equation modeling to test several hypothesized paths between the individual variables that make up higher-order constructs of need satisfaction, regulations, and behavioral engagement. Satisfaction of the need for competence had a dominating effect on engagement, both directly and via identified regulation. Similarly, satisfaction of the need for relatedness predicted identified regulation, that in turn predicted engagement. Satisfaction of the need for autonomy predicted intrinsic regulation as expected but, in contrast to theory, was also positively associated with controlled motivation (external and introjected regulation). Neither intrinsic nor controlled regulation predicted engagement. Theoretical and method-related reasons for this unexpected pattern are discussed, as well as implications for research and teaching.
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Affiliation(s)
- Anders Hofverberg
- Department of Science and Mathematics Education, Umeå University, Umeå, Sweden.,Umeå Science Education Research (UmSER), Umeå University, Umeå, Sweden
| | - Mikael Winberg
- Department of Science and Mathematics Education, Umeå University, Umeå, Sweden.,Umeå Science Education Research (UmSER), Umeå University, Umeå, Sweden
| | - Björn Palmberg
- Department of Science and Mathematics Education, Umeå University, Umeå, Sweden.,Umeå Mathematics Education Research Centre (UMERC), Umeå University, Umeå, Sweden
| | - Catarina Andersson
- Department of Science and Mathematics Education, Umeå University, Umeå, Sweden.,Umeå Mathematics Education Research Centre (UMERC), Umeå University, Umeå, Sweden
| | - Torulf Palm
- Department of Science and Mathematics Education, Umeå University, Umeå, Sweden.,Umeå Mathematics Education Research Centre (UMERC), Umeå University, Umeå, Sweden
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9
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Karababa A. School engagement and self‐esteem among Turkish secondary school students: A moderated‐mediation model for academic achievement and gender. PSYCHOLOGY IN THE SCHOOLS 2022. [DOI: 10.1002/pits.22663] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Affiliation(s)
- Ali Karababa
- Department of Educational Sciences, Psychological Counselor and Guidance Usak University Usak Turkey
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10
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Reinke WM, Herman KC, Huang F, McCall C, Holmes S, Thompson A, Owens S. Examining the validity of the Early Identification System - Student Version for screening in an elementary school sample. J Sch Psychol 2022; 90:114-134. [PMID: 34969483 DOI: 10.1016/j.jsp.2021.10.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/16/2019] [Revised: 05/22/2021] [Accepted: 10/15/2021] [Indexed: 10/19/2022]
Abstract
As many as 1 in 5 youth in the United States experience social, emotional, and behavioral problems. However, many students with mental health concerns are unidentified and do not receive adequate care. The purpose of this study was to evaluate the factor structure, measurement invariance, and the concurrent and predictive validity of the Early Identification System-Student Report (EIS-SR), a screener for social, emotional, and behavioral problems, using a sample of over 5000 students from Grades 3 to 5. The EIS-SR was developed by using extant literature on the risk indicators that lead to social, emotional, and behavioral challenges among children and youth. As expected, seven subscales were identified as having adequate factor loadings. Furthermore, the measure was determined to be invariant across grade level (n = 5005), gender (n = 5005), and between Black and White students (n = 1582). The concurrent validity of the Internalizing Behavior, Attention and Academic Issues, Emotion Dysregulation, and School Disengagement subscales was supported by correlations with comparable subscales of the Behavior Assessment System for Children-3rd Edition (BASC-3; n = 382). Additionally, the EIS-SR subscales administered in the fall of the school year were predictive of important outcomes in spring, including attendance (n = 4780), disciplinary referrals (n = 4938), bully victimization (n = 4670), math academic achievement scores (n = 4736), and reading (n = 4772) academic achievement scores. The EIS-SR holds promise as a feasible and technically adequate screening tool for use in elementary schools.
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Affiliation(s)
- Wendy M Reinke
- University of Missouri, Missouri Prevention Science Institute, United States of America.
| | - Keith C Herman
- University of Missouri, Missouri Prevention Science Institute, United States of America
| | - Francis Huang
- University of Missouri, Missouri Prevention Science Institute, United States of America
| | - Chynna McCall
- University of Missouri, Missouri Prevention Science Institute, United States of America
| | - Shannon Holmes
- University of Missouri, Missouri Prevention Science Institute, United States of America
| | - Aaron Thompson
- University of Missouri, Missouri Prevention Science Institute, United States of America
| | - Sarah Owens
- University of Missouri, Missouri Prevention Science Institute, United States of America
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11
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Multidimensional structure and measurement invariance of school engagement. J Sch Psychol 2021; 89:20-33. [PMID: 34836574 DOI: 10.1016/j.jsp.2021.09.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/02/2019] [Revised: 06/21/2020] [Accepted: 09/03/2021] [Indexed: 11/23/2022]
Abstract
This study examined the multidimensional structure and measurement invariance of a school engagement instrument using confirmatory factor analysis (CFA), exploratory structural equation modeling (ESEM), bifactor CFA (BCFA), and bifactor ESEM (BESEM). Participants consisted of 1731 students in Grades 9 - 11 from the 4-H Study of Positive Youth Development in the United States. The use of the CFA, ESEM, BCFA, and BESEM models was expected to provide more insight into the cross-loading and hierarchical structures of school engagement. We found empirical evidence to support the (a) tripartite factor structure of school engagement, (b) existence of cross-loadings and hierarchical structures, (c) measurement invariance across gender (male vs female) and race (European American vs African American), and (d) expected latent means differences by gender.
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12
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Liu F, Gai X, Xu L, Wu X, Wang H. School Engagement and Context: A Multilevel Analysis of Adolescents in 31 Provincial-Level Regions in China. Front Psychol 2021; 12:724819. [PMID: 34764911 PMCID: PMC8576515 DOI: 10.3389/fpsyg.2021.724819] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/14/2021] [Accepted: 09/28/2021] [Indexed: 11/13/2022] Open
Abstract
According to ecological system theory, both the microsystem environment (home environment) and the more macrolevel environment (provincial environment) influence school engagement in adolescents. This study tests an ecological model of adolescents’ school engagement with 19,084 middle school students across 31 provincial-level regions in China. Multilevel modeling is used to predict adolescents’ school engagement (behavior, emotion, and cognition) at two levels, individual [gender and family socioeconomic status (SES)] and provincial (economy, public cultural facilities, technological industry and education). The school engagement of students varies significantly across provincial-level regions. SES positively affects the school engagement of students. Students benefit from the provincial environment when the economy is booming, public cultural facilities are adequate and education is flourishing. The development of the technology industry fails to boost students’ school engagement. Limitations and future directions are discussed.
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Affiliation(s)
- Fangqing Liu
- School of Psychology, Northeast Normal University, Changchun, China
| | - Xiaosong Gai
- School of Psychology, Northeast Normal University, Changchun, China
| | - Lili Xu
- School of Psychology, Northeast Normal University, Changchun, China
| | - Xiaojing Wu
- School of Psychology, Northeast Normal University, Changchun, China
| | - Hong Wang
- School of Psychology, Northeast Normal University, Changchun, China
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13
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Do students with immigrant and native parents perceive themselves as equally engaged in school during adolescence? CURRENT PSYCHOLOGY 2021. [DOI: 10.1007/s12144-021-02480-2] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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14
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Abid N, Ali R, Akhter M. Exploring gender‐based difference towards academic enablers scales among secondary school students of Pakistan. PSYCHOLOGY IN THE SCHOOLS 2021. [DOI: 10.1002/pits.22538] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Affiliation(s)
- Nisar Abid
- Institute of Education and Research University of the Punjab Lahore Pakistan
| | - Rizwan Ali
- Lahore Business School The University of Lahore Lahore Pakistan
| | - Mumtaz Akhter
- School of Social Sciences and Humanities University of Management and Technology Lahore Pakistan
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Loscalzo Y, Giannini M. Studyholism Inventory (SI-10): A Short Instrument for Evaluating Study Obsession Within the Heavy Study Investment Framework. EUROPES JOURNAL OF PSYCHOLOGY 2021; 16:688-706. [PMID: 33680206 PMCID: PMC7909487 DOI: 10.5964/ejop.v16i4.1911] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/05/2019] [Accepted: 10/24/2019] [Indexed: 11/20/2022]
Abstract
Loscalzo and Giannini (Loscalzo, Y., & Giannini, M. [2017]. Studyholism or Study Addiction? A comprehensive model for a possible new clinical condition. In A. M. Columbus (Ed.), Advances in psychological research, (Vol. 125, pp. 19-37). Hauppauge, NY, USA: Nova Science) recently proposed a theoretical model for a new potential clinical condition: Studyholism, or obsession toward studying. This study aims to analyze the psychometric properties of the instrument that has been created based on their theory, namely the Studyholism Inventory (SI-10). The participants are 1296 Italian college students aged between 19 and 55 years. We analyzed its factor structure, as well as its convergent and divergent validity, and we proposed the cut-off scores of the SI-10. Moreover, we investigated some demographic and study-related differences in studyholism and study engagement and the correlations with academic indicators. The results showed that the SI-10 is a ten-item (2 fillers) and 2-factor instrument (GFI = .98, CFI = .97, RMSEA = .07) with good psychometric properties. The SI-10 could be used in future research to analyze the features and correlates of studyholism, and for both clinical and preventive purposes, pointing to favor students’ well-being and academic success.
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Affiliation(s)
- Yura Loscalzo
- Department of Health Sciences, School of Psychology, University of Florence, Florence, Italy
| | - Marco Giannini
- Department of Health Sciences, School of Psychology, University of Florence, Florence, Italy
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Moreira PAS, Inman RA, Cloninger K, Cloninger CR. Student engagement with school and personality: a biopsychosocial and person-centred approach. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2020; 91:691-713. [PMID: 33247604 DOI: 10.1111/bjep.12388] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/23/2020] [Revised: 10/21/2020] [Indexed: 11/30/2022]
Abstract
BACKGROUND Engagement with school is a key predictor of students' academic outcomes, yet little is known about its association with personality. No research has considered this association using Cloninger's biopsychosocial model of personality. This model may be particularly informative because it posits the structure of human personality corresponds to three systems of human learning and memory that regulate associative conditioning, intentionality, and self-awareness, all of which are relevant for understanding engagement. AIMS To test for defined personality phenotypes and describe how they relate to student engagement. SAMPLE 469 adolescents (54.2% female) attending the eighth (Mage = 13.2, SD = .57) or 11th (Mage = 16.5, SD = .84) grades. METHODS Students completed self-report measures of personality and engagement. We used mixture models to identify latent classes defined by common (1) temperament profiles, (2) character profiles, and (3) joint temperament-character networks, and then tested how these classes differed in engagement. RESULTS Latent class analysis revealed three distinct joint temperament-character networks: Emotional-Unreliable (emotionally reactive, low self-control, and low creativity), Organized-Reliable (self-control but not creative), and Creative-Reliable (highly creative and prosocial). These networks differed significantly in engagement, with the emotional-unreliable network linked to lower engagement. However, the magnitudes of these differences across engagement dimensions did not appear to be uniform. CONCLUSIONS Different integrated configurations of the biopsychosocial systems for associative conditioning, intentionality, and self-awareness (differences in personality) underlie student engagement. Our results offer a fine-grained understanding of engagement dimensions in terms of their underlying personality networks, with implications for educational policies and practices.
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Affiliation(s)
- Paulo A S Moreira
- Instituto de Psicologia e de Ciências da Educação [Institute of Psychology and Education], Universidade Lusíada-Norte, Porto, Portugal.,Centro de Investigação em Psicologia para o Desenvolvimento (CIPD) [The Psychology for Positive Development Research Center], Porto, Portugal
| | - Richard A Inman
- Centro de Investigação em Psicologia para o Desenvolvimento (CIPD) [The Psychology for Positive Development Research Center], Porto, Portugal
| | - Kevin Cloninger
- Anthropedia Foundation, Washington, District of Columbia, USA
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Harris C, Vazsonyi AT, Özdemir Y, Sağkal AS. Family environment and school engagement:An investigation of cross-lagged effects. J Adolesc 2020; 84:171-179. [PMID: 32937219 DOI: 10.1016/j.adolescence.2020.08.006] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/10/2019] [Revised: 07/28/2020] [Accepted: 08/21/2020] [Indexed: 11/18/2022]
Abstract
INTRODUCTION Although an extensive body of work has shown that family functioning is linked to adolescent outcomes, less is known about how the family affects school outcomes and vice versa. The present longitudinal study tested reciprocal relationships between the family environment and school engagement during the middle school years. METHODS A cross-lagged latent model tested these effects in 378 Turkish youth (53.7% males; M = 11.73, SD = 0.53) evaluated annually (Waves 1, 2, and 3) in grades 6 through 8. RESULTS Findings showed the family environment positively predicted developmental changes in school engagement at each time point (β range = 0.18 to 0.24); school engagement also positively predicted developmental changes in the family environment (β range = 0.12 to 0.28). Follow-up multigroup tests by age, sex, and family structure showed that the reciprocal links between the family environment and school engagement were invariant. CONCLUSIONS Study findings supported reciprocal longitudinal links between developmental changes of the family environment and school engagement. They extend previous research by highlighting the continued importance of the home environment on developmental changes in academic performance in adolescents, and thus, inform parents, educators, and policymakers on the relevance of the family in promoting academic engagement and achievement in adolescence.
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Affiliation(s)
- Charlene Harris
- State University of New York at Oswego, University of Kentucky, Aydın Adnan Menderes University, Turkey.
| | - Alexander T Vazsonyi
- State University of New York at Oswego, University of Kentucky, Aydın Adnan Menderes University, Turkey
| | - Yalçın Özdemir
- State University of New York at Oswego, University of Kentucky, Aydın Adnan Menderes University, Turkey
| | - Ali Serdar Sağkal
- State University of New York at Oswego, University of Kentucky, Aydın Adnan Menderes University, Turkey
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Understanding the Linkages Between Parental Monitoring, School Academic Engagement, Substance Use, and Suicide Among Adolescents in U.S. CHILD & YOUTH CARE FORUM 2020. [DOI: 10.1007/s10566-020-09570-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Ambiente de aprendizaje positivo, compromiso académico y aprendizaje autorregulado en bachilleres. ACTA COLOMBIANA DE PSICOLOGIA 2020. [DOI: 10.14718/acp.2020.23.2.11] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/14/2023] Open
Abstract
De acuerdo con la teoría de ambientes positivos, los contextos donde se brinda apoyo académico pueden promover la adaptación exitosa de los estudiantes, y, a su vez, el resultado de dicha adaptación favorece su éxito académico, lo cual puede medirse con los constructos de compromiso académico y aprendizaje autorregulado en el ámbito académico. Teniendo esto en consideración, en la presente investigación se da cuenta de un trabajo de psicología positiva aplicada en el que se tuvo como objetivo evaluar la relación entre el ambiente de aprendizaje positivo (AAP), el compromiso académico y el aprendizaje autorregulado en bachilleres mexicanos. Para esto, se diseñó un estudio de tipo correlacional en el que participaron 166 estudiantes voluntarios de primer grado de bachillerato, seleccionados por conglomerados, con consentimiento informado individual y de sus padres. Del total de participantes, 76 fueron de sexo masculino (45.8 %) y 90 de sexo femenino (54.2 %), con una edad promedio de 15.2 años (DE = .43); quienes respondieron a cuestionarios sobre apoyo académico de padres, amigos pro-académicos, ambiente familiar positivo, compromiso académico y aprendizaje autorregulado. Se realizó un análisis de ecuaciones estructurales, y en los resultados se encontró, con una p < .05, que el AAP fue un factor latente formado por el apoyo académico de los padres, los amigos pro-académicos y el ambiente familiar positivo; además, en el modelo estructural, el AAP correlacionó positivamente con el compromiso académico (coeficiente estructural = .80), y este último se relacionó positivamente con el aprendizaje autorregulado de los estudiantes (coeficiente estructural = .55); finalmente el modelo estructural resultante explicó el 30 % del aprendizaje autorregulado. Para concluir, se discute respecto a la posibilidad de que el AAP promueva el compromiso académico y el aprendizaje autorregulado de los estudiantes.
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Moreira PA, Lee VE. School social organization influences adolescents' cognitive engagement with school: The role of school support for learning and of autonomy support. LEARNING AND INDIVIDUAL DIFFERENCES 2020. [DOI: 10.1016/j.lindif.2020.101885] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
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21
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Chen J, Huebner ES, Tian L. Longitudinal relations between hope and academic achievement in elementary school students: Behavioral engagement as a mediator. LEARNING AND INDIVIDUAL DIFFERENCES 2020. [DOI: 10.1016/j.lindif.2020.101824] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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Tomás JM, Gutiérrez M, Georgieva S, Hernández M. The effects of self‐efficacy, hope, and engagement on the academic achievement of secondary education in the Dominican Republic. PSYCHOLOGY IN THE SCHOOLS 2019. [DOI: 10.1002/pits.22321] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Affiliation(s)
- José Manuel Tomás
- Methodology and Behavioral SciencesUniversity of Valencia València Spain
| | | | | | - Miosotis Hernández
- Psychology DepartmentUniversidad Autónoma de Santo Domingo Santo Domingo Dominican Republic
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Lemos MS, Gonçalves T, Cadima J. Examining differential trajectories of engagement over the transition to secondary school: The role of perceived control. INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT 2019. [DOI: 10.1177/0165025419881743] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
The present study was particularly interested in identifying resilient trajectories of engagement, and analyzing their association with student’s motivation, specifically, their perceived control. In a longitudinal study following 391 students across three measurement points, encompassing the transition from 9th to 10th grade (from basic to secondary school), students’ beliefs (control, effort capacity, and ability capacity beliefs), engagement, and academic achievement were assessed. Consistent with previous research, an overall decline in levels of engagement was found over this time, associated with perceived control. To uncover alternative pathways, latent class growth analysis was used, and three groups of students were identified based on their distinct engagement trajectories: (1) students whose engagement started high but decreased (high-decreasing engagement), (2) students who started at average levels and declined (average-decreasing engagement), and (3) students whose engagement started low but then increased (low-increasing engagement). Comparison of the three groups demonstrated that control beliefs play a critical role in reducing the normative rate of decline in engagement. The recovery trajectory (low-increasing engagement), which is of particular interest, showed smaller declines in control beliefs. Findings also suggest that effort capacity beliefs seem to protect engagement in the face of the challenges this group of lower performing students are likely to encounter. The emergence of the three distinct engagement groups is of special interest as it shows positive, counter-normative changes in engagement trajectories. The observed changes in engagement, motivation, and achievement of the potentially at-risk students (low-increasing engagement group) suggest that these students may be especially sensitive to a supportive and engaging academic environment.
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Affiliation(s)
| | - Teresa Gonçalves
- Universidade do Porto, Portugal
- Instituto Politécnico de Viana do Castelo, Portugal
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Moreira P, Cunha D, Inman RA. An Integration of Multiple Student Engagement Dimensions into a Single Measure and Validity-Based Studies. JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT 2019. [DOI: 10.1177/0734282919870973] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Student engagement is typically regarded as being a multidimensional construct, but there remains no clear consensus about its precise conceptualization. Several current measures of student engagement are limited by their omission of relevant dimensions and/or poor correspondence between dimension labels and item content. To address these limitations, we integrated dimensions from two validated student engagement instruments, each with different approaches to the dimensionality of student engagement, into a single measure and assessed its psychometric properties. We concluded from factor analyses that this scale captures seven distinct-yet-related engagement dimensions, including students’ perceptions of contextual influences, which load on a global higher-order student engagement construct. Structural equation modeling (SEM) indicated that poor academic performance was linked to lower student engagement and that lower student engagement was associated with worse emotional well-being, confirming the concurrent validity of the scale. The results validate the integrated measure of engagement as a comprehensive assessment of student engagement in Portuguese adolescents.
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Affiliation(s)
- Paulo Moreira
- Universidade Lusíada-Norte, Porto, Portugal
- Centro de Investigação em Psicologia para o Desenvolvimento (CIPD), Porto, Portugal
| | - Diana Cunha
- Universidade Lusíada-Norte, Porto, Portugal
- Centro de Investigação em Psicologia para o Desenvolvimento (CIPD), Porto, Portugal
| | - Richard A. Inman
- Universidade Lusíada-Norte, Porto, Portugal
- Centro de Investigação em Psicologia para o Desenvolvimento (CIPD), Porto, Portugal
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Sağkal AS. Direct and indirect effects of strength-based parenting on adolescents' school outcomes: Exploring the role of mental toughness. J Adolesc 2019; 76:20-29. [PMID: 31408736 DOI: 10.1016/j.adolescence.2019.08.001] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/12/2018] [Revised: 05/27/2019] [Accepted: 08/05/2019] [Indexed: 10/26/2022]
Abstract
INTRODUCTION Strength-based parenting defined as recognizing and cultivating strengths in children is potentially linked to important child and adolescent outcomes. In this study, direct and indirect effects (via mental toughness) of strength-based parenting on adolescents' school outcomes, particularly, school engagement and burnout were examined. METHODS The sample consisted of 350 high school students (ages 14-18 years; 49.7% female) using multistage cluster sampling from central school district of city of Aydın, Turkey. Participants completed a battery of questionnaires that assess strength-based parenting, mental toughness, school engagement, and burnout. RESULTS Results showed that strength-based parenting is significantly and directly related to higher levels of school engagement, but not to school burnout. Furthermore, indirect effects of strength-based parenting on both school engagement and burnout through the mechanism of mental toughness were statistically significant. A series of multigroup post hoc analyses suggested that the structural model was robust across gender and age. CONCLUSIONS The present findings suggest that strength-based parenting plays a crucial role on adolescents' school outcomes and these links are mediated by mental toughness. Implications and suggestions for future research are also discussed.
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Affiliation(s)
- Ali Serdar Sağkal
- Aydın Adnan Menderes University, Faculty of Education, Department of Psychological Counseling and Guidance, Central Campus, 09100, Aydın, Turkey.
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Meehan AJ, Maughan B, Barker ED. Health and Functional Outcomes for Shared and Unique Variances of Interpersonal Callousness and Low Prosocial Behavior. JOURNAL OF PSYCHOPATHOLOGY AND BEHAVIORAL ASSESSMENT 2019; 41:353-365. [PMID: 33408439 PMCID: PMC7116552 DOI: 10.1007/s10862-019-09756-9] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/17/2023]
Abstract
Previous factor-analytic studies identify significant comorbidity between interpersonal-callous (IC) traits and low prosocial behavior (LPB), which, in turn, is associated with high levels of childhood risk exposure and psychopathology. Longitudinal associations between IC, LPB, or their combination, and early-adult health and social functioning have not been investigated, however. Extending a previously-identified bifactor model within a prospective birth cohort, this study applied latent path analysis to test direct and indirect pathways (via adolescent delinquency, substance use, and physical activity) between these general and specific factors (age 13) and (i) emotional problems (age 18), (ii) physical health problems (age 18), and (iii) classification as 'not in education, employment, or training' (NEET; age 20). All models controlled for childhood adversity and IQ. Bifactor-specific estimates indicated that the residual IC factor did not reliably denote unique variance over and above a general factor (IC/LPB). IC/LPB itself was directly associated with NEET classification, while the residual LPB factor was associated with better emotional and physical health. IC/LPB also indirectly associated with emotional problems via greater adolescent delinquency, and with physical health problems via lower physical activity. In contrast, residual LPB variance was either non-significantly or negatively related to these adolescent domains. Findings indicate that the shared variance underlying IC and LPB confers an increased risk for poor health and functional outcomes in emerging adulthood, and highlight delinquency and physical inactivity as potential adolescent treatment targets that may mitigate the risk for health difficulties at high levels of this IC/LPB construct.
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Affiliation(s)
- Alan J. Meehan
- Social, Genetic & Developmental Psychiatry Centre, Institute of Psychiatry, Psychology & Neuroscience, King’s College London, 16 De Crespigny Park, London SE5 8AF, UK
| | - Barbara Maughan
- Social, Genetic & Developmental Psychiatry Centre, Institute of Psychiatry, Psychology & Neuroscience, King’s College London, 16 De Crespigny Park, London SE5 8AF, UK
| | - Edward D. Barker
- Department of Psychology, Institute of Psychiatry, Psychology & Neuroscience, King’s College London, 16 De Crespigny Park, London SE5 8AF, UK
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Loscalzo Y, Giannini M. Heavy Study Investment in Italian College Students. An Analysis of Loscalzo and Giannini's (2017) Studyholism Comprehensive Model. Front Psychiatry 2019; 10:489. [PMID: 31379617 PMCID: PMC6651580 DOI: 10.3389/fpsyt.2019.00489] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/12/2018] [Accepted: 06/21/2019] [Indexed: 12/22/2022] Open
Abstract
Loscalzo and Giannini (2017) recently proposed the construct of studyholism (or obsession toward study) and a theoretical model highlighting its potential antecedents and outcomes. This study aims to analyze some of these antecedents and outcomes by means of a path analysis including both studyholism and study engagement. The participants are 1,958 Italian college students aged between 18 and 60 years (M age = 23.53 ± 4.43) and heterogeneous as far as their year and major of study are concerned, as well as concerning the city in which they attended their courses. They filled some instruments that allow evaluating studyholism and study engagement, along with individual and situational antecedents (e.g., worry and overstudy climate) and outcomes (e.g., sleep quality, study-relationships conflict, dropout intention). In addition to the path model we performed aiming to test the direct effects we hypothesized, we performed two MANOVAs for analyzing if there were differences on the antecedents and outcomes among the four kinds of student suggested by Loscalzo and Giannini (2017; i.e., engaged studyholics, disengaged studyholics, engaged students, and detached students). The results of this study support Loscalzo and Giannini's (2017) conceptualization of studyholism as an internalizing disorder, since worry is the strongest predictor of studyholism (β = .67, p < .001). In addition, in line with Loscalzo and Giannini's (2017) theorization, we found some differences among the four kinds of student on both the antecedents and outcomes we analyzed. This study has critical theoretical, preventive, and clinical implications. It supports the definition of studyholism as an OCD-related disorder. Also, about preventive implications, it shows that interventions aiming to favor students' wellbeing should target also engaged students, since study engagement predicts social impairment as well as studyholism. Finally, it suggests that in a clinical setting, it is important to distinguish between disengaged studyholics and engaged studyholics as they have different relationships with some antecedents and outcomes; also, they both have functional impairment, even if in different areas.
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Affiliation(s)
- Yura Loscalzo
- Department of Health Sciences, School of Psychology, University of Florence, Florence, Italy
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Zhu J, Xie R, Chen Y, Zhang W. Relationship Between Parental Rejection and Problematic Mobile Phone Use in Chinese University Students: Mediating Roles of Perceived Discrimination and School Engagement. Front Psychol 2019; 10:428. [PMID: 30890982 PMCID: PMC6411821 DOI: 10.3389/fpsyg.2019.00428] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/21/2018] [Accepted: 02/12/2019] [Indexed: 11/24/2022] Open
Abstract
In order to clarify the onset mechanism of problematic mobile phone use, and to develop better strategies to prevent and treat problematic mobile phone use, the current study tested the negative impact of parental rejection on problematic mobile phone use and the mediating roles of perceived discrimination and school engagement in this association. The sample consisted of 356 Chinese university students (36.3% male) ranging from 17 to 19 years of age. Participants completed self-report questionnaires assessing parental rejection, perceived discrimination, school engagement, and problematic mobile phone use. The results documented that parental rejection was a direct risk factor for problematic mobile phone use. This association was mediated by perceived discrimination, and there was also a sequential mediating effect in which perceived discrimination led in turn to low school engagement.
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Affiliation(s)
- Jianjun Zhu
- School of Psychology, South China Normal University, Guangzhou, China
| | - Ruiqin Xie
- School of Psychology, South China Normal University, Guangzhou, China
| | - Yuanyuan Chen
- School of Psychology, South China Normal University, Guangzhou, China
| | - Wei Zhang
- School of Psychology, South China Normal University, Guangzhou, China
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Medina MA, Rivas-Drake D, Jagers RJ, Rowley SJ. Friends matter: Ethnic-racial identity and school adjustment among African American and Latino early adolescents. APPLIED DEVELOPMENTAL SCIENCE 2019. [DOI: 10.1080/10888691.2018.1524712] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
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Teacher support within an ecological model of adolescent development: Predictors of school engagement. J Sch Psychol 2018; 69:1-15. [PMID: 30558745 DOI: 10.1016/j.jsp.2018.04.003] [Citation(s) in RCA: 27] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/10/2016] [Revised: 12/21/2017] [Accepted: 04/13/2018] [Indexed: 11/22/2022]
Abstract
There is a need to further understand the development of student engagement. Ecological models of adolescent development state that proximal factors, such as teacher support, should strongly influence student engagement. Theoretical models also explain concurrent influences from the individual, family, peer, and community contexts. The current study applied an ecological model to the development of five indicators of students' engagement in school. Six hundred and sixty-five full-time Grade 11 students and an additional 54 students who had dropped out of school from Victoria, Australia, completed a Communities That Care survey in term 3 of Grade 10 and term 3 of Grade 11. Grade 10 risk and protective factors from the school (e.g., teacher support), individual (e.g., academic grades, prior engagement), family (e.g., family management practices), peer (e.g., antisocial peer affiliation), and community contexts (e.g., community disorganization) were modeled as predictors of five indicators of Grade 11 engagement (academic engagement, emotional engagement, school discipline, absences from school, and school dropout). Teacher support at Grade 10 had bivariate associations with Grade 11 academic engagement (r = 0.37), emotional engagement (r = 0.35), absences from school (r = -0.14), and school discipline responses (OR = 0.64). The full ecological models explained between 22 and 34% of the variance in engagement; however, teacher support did not predict engagement. Prior engagement and academic grades explained the greatest proportion of variance in students' engagement. Factors from the family, peer, and community contexts made unique contributions to some indicators of engagement. The findings suggest that there is a need to consider student engagement as a long-term process. Implications for improving students' engagement are discussed within an individualized stage-environment fit model of adolescent development.
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31
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Gutiérrez M, Sancho P, Galiana L, Tomás JM. Autonomy Support, Psychological Needs Satisfaction, School Engagement and Academic Success: A Mediation Model. UNIVERSITAS PSYCHOLOGICA 2018. [DOI: 10.11144/javeriana.upsy17-5.aspn] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Abstract
School engagement is a construct of relevance in education and educational psychology, as it has been related to multiple educational constructs and outcomes: school drop-out, satisfaction with school, disruptive behavior, motivational climate, teacher-student relationships, or academic progress and achievement. The current research surveyed 2034 Angolan students and 2302 Dominican Republic students in order to predict academic achievement. The model tested was supported by the data in both samples, and the chain of explicative effects hold again in both samples. School engagement was a powerful mediator among needs satisfaction and academic success. Results are discussed in light of existing literature, and limitations and future directions of research are also highlighted.
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Adolescents' academic engagement mediates the association between Internet addiction and academic achievement: The moderating effect of classroom achievement norm. COMPUTERS IN HUMAN BEHAVIOR 2018. [DOI: 10.1016/j.chb.2018.08.018] [Citation(s) in RCA: 36] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
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33
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Developmental Assets and Academic Performance of Adolescents in Ghana, Kenya, and South Africa. CHILD & YOUTH CARE FORUM 2018. [DOI: 10.1007/s10566-018-9480-z] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
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School effects on students' engagement with school: Academic performance moderates the effect of school support for learning on students' engagement. LEARNING AND INDIVIDUAL DIFFERENCES 2018. [DOI: 10.1016/j.lindif.2018.07.007] [Citation(s) in RCA: 20] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Arsenault CE, Fisher S, Stevens-Watkins D, Barnes-Najor J. The Indirect Effect of Ethnic Identity on Marijuana Use Through School Engagement: An African American High School Sample. Subst Use Misuse 2018; 53:1444-1453. [PMID: 29336671 PMCID: PMC6033642 DOI: 10.1080/10826084.2017.1412464] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/19/2022]
Abstract
BACKGROUND African American marijuana use is associated with many negative social, emotional, and health-related consequences. Of significance, over recent years this population has shown an increase in use. In the literature, ethnic identity and school engagement are prominent protective factors against substance use. OBJECTIVE This study will examine how these protective factors are related, specifically whether ethnic identity mitigates risk through school engagement to reduce marijuana use. METHOD A path analysis was conducted with 437 African American high school students (41% male) from Midwestern schools to examine the role of school engagement in the relationship between ethnic identity and marijuana use. RESULTS The results revealed that students high in ethnic identity have higher school engagement, which lessens their frequency of marijuana use. Therefore, ethnic identity reduces marijuana use by increasing student's school engagement. Conclusions/Importance: The results offer a clearer picture of how ethnic identity and school engagement protect against marijuana use. The results also present insight into how to protect students who are low in ethnic identity.
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Affiliation(s)
- Chelsea E Arsenault
- a Department of Educational , School, and Counseling Psychology, University of Kentucky , Lexington , Kentucky , USA
| | - Sycarah Fisher
- a Department of Educational , School, and Counseling Psychology, University of Kentucky , Lexington , Kentucky , USA
| | - Danelle Stevens-Watkins
- a Department of Educational , School, and Counseling Psychology, University of Kentucky , Lexington , Kentucky , USA
| | - Jessica Barnes-Najor
- b Department of Community Evaluation and Research Collaborative , Michigan State University , East Lansing , Michigan , USA
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Kozina A, Wiium N, Gonzalez JM, Dimitrova R. Positive Youth Development and Academic Achievement in Slovenia. CHILD & YOUTH CARE FORUM 2018. [DOI: 10.1007/s10566-018-9457-y] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/14/2022]
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Griffin CB. Exploring Associations Among African American Youths' Perceptions of Racial Fairness and School Engagement: Does Gender Matter? JOURNAL OF APPLIED SCHOOL PSYCHOLOGY 2018. [DOI: 10.1080/15377903.2018.1458672] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
Affiliation(s)
- Charity Brown Griffin
- Department of Psychological Sciences, Winston-Salem State University, Winston-Salem, North Carolina, USA
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Li P, Zhou N, Zhang Y, Xiong Q, Nie R, Fang X. Incremental Theory of Intelligence Moderated the Relationship between Prior Achievement and School Engagement in Chinese High School Students. Front Psychol 2017; 8:1703. [PMID: 29021772 PMCID: PMC5623707 DOI: 10.3389/fpsyg.2017.01703] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/25/2017] [Accepted: 09/19/2017] [Indexed: 11/13/2022] Open
Abstract
School engagement plays a prominent role in promoting academic accomplishments. In contrast to the relative wealth of research that examined the impact of students' school engagement on their academic achievement, considerably less research has investigated the effect of high school students' prior achievement on their school engagement. The present study examined the relationship between prior achievement and school engagement among Chinese high school students. Based on the Dweck's social-cognitive theory of motivation, we further examined the moderating effect of students' theories of intelligence (TOIs) on this relationship. A total of 4036 (2066 girls) students from five public high school enrolled in grades 10 reported their high school entrance exam achievement in Chinese, Math and English, school engagement, and TOIs. Results showed that (a) students' prior achievement predicted their behavioral, emotional, and cognitive engagement, respectively, and (b) the association between prior achievement and behavioral, emotional, and cognitive engagement is strong for students with an incremental theory but not for those with an entity theory in the emotional and cognitive engagement. These findings suggest that prior achievement and incremental theory were implicated in relation to adolescents' school engagement. Implications and future research directions were discussed.
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Affiliation(s)
| | | | | | | | | | - Xiaoyi Fang
- Institute of Developmental Psychology, Beijing Normal University, Beijing, China
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Phillips DA, Anderson S, Gormley WT. The dog that didn’t bark: Preschool education and middle-school attitudes in Tulsa. APPLIED DEVELOPMENTAL SCIENCE 2017. [DOI: 10.1080/10888691.2016.1263154] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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40
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Anderson S. SCHOOL MOBILITY AMONG MIDDLE SCHOOL STUDENTS: WHEN AND FOR WHOM DOES IT MATTER? PSYCHOLOGY IN THE SCHOOLS 2017. [DOI: 10.1002/pits.22010] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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41
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Secondary school students' engagement profiles and their relationship with academic adjustment and achievement in university. LEARNING AND INDIVIDUAL DIFFERENCES 2017. [DOI: 10.1016/j.lindif.2017.01.004] [Citation(s) in RCA: 33] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
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Validation of the Spanish Version of the School Engagement Measure (SEM). SPANISH JOURNAL OF PSYCHOLOGY 2016; 19:E86. [PMID: 27881203 DOI: 10.1017/sjp.2016.94] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
The scientific study of school engagement has recently been the subject of considerable interest in the field of educational psychology, and significant advances have been made in our knowledge of this construct. For instance, there is currently consensus in the scientific community that it is multifaceted, and has three dimensions: behavioral engagement, emotional engagement, and cognitive engagement. However, more advanced statistical analyses are needed to validate Spanish-language measures of school engagement, which this study proposes to do. The sample was comprised of 1,250 adolescents from Basque Country (49% boys, 51% girls) aged 12 to 15 years old (M = 13.72, SD = 1.09). The results of confirmatory factor analysis on the School Engagement Measure (Fredricks, Blumenfeld, Friedel, & Paris, 2005) supported a three-dimensional structure of school engagement (χ2 (100) = 676.93, p < .001; GFI = .931; CFI = .906; IFI = .907; SRMR = .058; RMSEA = .068). Reliability indexes were satisfactory, ranging from .83 to .94. Adequate evidence of concurrent validity was found for the variable perceived school performance (p < .01). The results are discussed from an educational perspective, and with an eye to future research.
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Cadime I, Pinto AM, Lima S, Rego S, Pereira J, Ribeiro I. Well-being and academic achievement in secondary school pupils: The unique effects of burnout and engagement. J Adolesc 2016; 53:169-179. [PMID: 27814494 DOI: 10.1016/j.adolescence.2016.10.003] [Citation(s) in RCA: 27] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/31/2016] [Revised: 09/16/2016] [Accepted: 10/08/2016] [Indexed: 11/28/2022]
Abstract
The main goal of this study was to examine the relationship among burnout, engagement, well-being, and academic performance in Portuguese secondary school pupils. The existence of gender related differences in these relationships was also investigated. The sample was composed of 489 pupils who attended an academic track at secondary school. Results of multi-group structural equation modelling indicated that higher levels of cynicism towards studies were associated with lower academic achievement. Exhaustion was not uniquely related to the adolescents' academic achievement or well-being. However, higher levels of engagement, namely dedication and vigour, were related to higher levels of well-being. Moreover, vigour was also uniquely associated with academic achievement. The results were similar for boys and girls. Implications for intervention and future research are discussed.
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Affiliation(s)
- Irene Cadime
- Research Centre on Child Studies, University of Minho, Portugal.
| | | | - Sara Lima
- School of Psychology, University of Minho, Portugal
| | - Sara Rego
- School of Psychology, University of Minho, Portugal
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Stefansson KK, Gestsdottir S, Geldhof GJ, Skulason S, Lerner RM. A Bifactor Model of School Engagement. INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT 2016. [DOI: 10.1177/0165025415604056] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
School engagement involves cognitive, emotional, and behavioral components that overlap conceptually. This conceptual ambiguity has led to measures that have either consisted of one general factor or separate correlated factors. However, neither approach can sufficiently account for both the uniqueness and the overlap of the subcomponents. The bifactor model has been recommended to determine the degree to which a measure is unidimensional versus multidimensional. In this study, we examined the validity of a multidimensional measure of school engagement in adolescence, the Behavioral-Emotional-Cognitive School Engagement Scale (BEC-SES; Li & Lerner, 2013), by comparing the model fit and predictive power of the widely-used one- and three-factor models with a bifactor model. Using data from 561 youth in Iceland (46% girls, Mage at Wave 1 = 14.3 years, SD = 0.3), only the multidimensional models (i.e., the three-factor and bifactor models) gave a good fit to the data. We then assessed the predictive power of the multidimensional models for academic achievement. The addition of academic achievement as an outcome variable to the bifactor model revealed that general school engagement, as well as specific behavioral engagement, predicted achievement. These findings are distinct from previous results using three-factor models, which indicated that behavioral engagement alone predicted later achievement. The results of the current study support the use of a bifactor model when using measures of school engagement.
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Kimberly L. Wilkerson, Aaron B. T. Perzigian, and Jill K. Schurr: Promoting Social Skills in the Inclusive Classroom. J Youth Adolesc 2016. [DOI: 10.1007/s10964-016-0452-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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Emerging Scholar Best Article Award, 2015. J Youth Adolesc 2015. [DOI: 10.1007/s10964-015-0369-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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Orkibi H, Ronen T. High self-control protects the link between social support and positivity ratio for Israeli students exposed to contextual risk. J Sch Psychol 2015; 53:283-93. [PMID: 26270273 DOI: 10.1016/j.jsp.2015.06.001] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/19/2014] [Revised: 05/27/2015] [Accepted: 06/01/2015] [Indexed: 10/23/2022]
Abstract
This study examined how Israeli students, despite exposure to contextual risk factors, may experience a high ratio of self-reported positive to negative emotions (i.e., positivity ratio). Self-control skills and perceived social support were tested as protective factors, where each was posited to moderate the relation between risk status and positivity ratio. The participants were 460 Israeli students (51% girls) in grades 8-10. Contrary to expectations, students attending a school with high contextual risks did not differ from students attending a school with low contextual risks in their scores on self-control skills, perceived social support, or positivity ratio. However, an exploratory follow-up moderation analysis revealed a significant three-way interaction, indicating that while low self-control skills eliminate the link between social support and positivity ratio for students attending the school defined as at-risk, high self-control protects this link. These results suggest that neither contextual risk in itself nor initial differences in self-control or social support account for differences in students' positivity ratio. Rather, it is the way these factors interact with each other that matters. Study limitations and implications are discussed.
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Affiliation(s)
- Hod Orkibi
- Graduate School of Creative Arts Therapies, University of Haifa, 199 Aba Khoushy Av., Mount Carmel, Haifa 31905, Israel.
| | - Tammie Ronen
- The Bob Shapell School of Social Work, Tel-Aviv University, 55 Haim Levanon St., Tel-Aviv 6997801, Israel.
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Chow CM, Tan CC, Buhrmester D. Interdependence of depressive symptoms, school involvement, and academic performance between adolescent friends: A dyadic analysis. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2015; 85:316-31. [PMID: 25858014 DOI: 10.1111/bjep.12075] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/03/2014] [Revised: 03/13/2015] [Indexed: 11/26/2022]
Abstract
BACKGROUND Friendships play an important role in the development of school involvement and academic performance during adolescence. This study examined the interdependence of depressive symptoms, school involvement, and academic performance between adolescent same-sex friends. AIMS Using cross-sectional data, we examined whether the link between depressive symptoms and academic performance would be mediated by school involvement at the intrapersonal (actor) and interpersonal (partner) levels. SAMPLE Data came from 155 pairs of same-sex adolescent friends (80 boys; M(age) = 16.17, SD = 0.44). The actor-partner interdependence model was used to examine the dyadic data and mediation hypotheses. RESULTS Mediated actor effects showed that adolescents who had more depressive symptoms reported lower academic performance, and such an association was mediated by their own and their friend's lower school involvement. Mediated partner effects showed that adolescents who had more depressive symptoms also had a friend with lower academic performance, and such an association was mediated by both individuals' lower school involvement. CONCLUSIONS This study provided evidence to support the broader interpersonal framework for understanding school involvement and academic performance. The current findings also have potential practical implications, especially for programmes targeted at addressing adolescents' school problems.
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Affiliation(s)
| | - Cin Cin Tan
- Eastern Michigan University, Ypsilanti, Michigan, USA.,University of Michigan, Ann Arbor, Michigan, USA
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Jennifer Schmidt and Lee Shumow: Enhancing Adolescents’ Motivation for Science: Research-Based Strategies for Teaching Male and Female Students. J Youth Adolesc 2014. [DOI: 10.1007/s10964-014-0211-y] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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