Do needs for competence and relatedness mediate the risk of low engagement of students with behavior and social problem profiles?

The longitudinal associations among student externalizing behaviors, teacher-student relationships, and classroom engagement

Personal characteristics and classroom environment features both play important roles in predicting students' levels of classroom engagement. The present study took a person-environment transaction perspective to investigate how factors at both the personal (i.e., student externalizing behaviors) and relational (i.e., teacher-student relationships) levels jointly predict the development of classroom engagement behaviors in a sample of 784 elementary school students. Using a longitudinal cross-lagged model spanning across Grade 3 to Grade 5, we found a negative reciprocal association between teacher-student relationships and externalizing behaviors, such that a more positive teacher-student relationship predicted fewer externalizing behaviors in the subsequent academic year, and fewer externalizing behaviors predicted a more positive teacher-student relationship 1 year later. In addition, externalizing behaviors directly negatively predicted subsequent classroom engagement, whereas teacher-student relationships indirectly predicted subsequent classroom engagement by way of externalizing behaviors. Overall, students with more externalizing behaviors experienced more conflicts with and received less support from their teachers, which predicted the development of more externalizing behaviors and lower subsequent classroom engagement.

Exploring social problem-solving profiles among Hungarian high school and university students

Treating social problem-solving as a construct comprised of a number of components enables us to examine patterns formed by the components. However, variable-centered research has paid little attention to exploring these patterns to date. A person-centered approach may enable us to identify distinct profiles for groups. Our study aimed to investigate whether it is possible to establish homogeneous profiles for groups based on social problem-solving factors (positive and negative orientation, rationality, impulsivity, and avoidance). Furthermore, the study sought to explore whether there is any difference among these groups regarding self-efficacy, a fundamental component of social problem-solving. We used cluster analysis to examine social problem-solving and self-efficacy among 543 Hungarian secondary school students and 277 Hungarian university students. We identified three homogeneous groups that had shared characteristics in the two age samples (optimistic-hasty; optimistic-reflective; resigned-procrastinator). Four further groups were identified among adolescents (resigned-distancer; insecure-reflective; insecure-hasty; resigned-brooder); and an additional three among young adults (optimistic-modest; tense-hasty; tense-reflective). The relationships among the social problem-solving factors and self-efficacy differed among the profiles. Taking into account the profiles explored in this study may help identify groups that need improvement, and contribute to interventions being better suited to the needs of a particular group.

Mechanisms for change: A theoretical pathway for a school-wide social-emotional learning initiative in an urban middle school

Introduction

Investment in academic instruction without complementary attention to the social-emotional environment of students may lead to a failure of both. The current study evaluates a proposed mechanism for change, whereby academic achievement occurs as a result of the social-emotional learning environment impacting behavioral (discipline) outcomes.

Methods

We tested the hypothesized model during each year of a 3-year intervention to determine whether the relations among these constructs held potential as a pathway for targeted improvement.

Results

Path analysis for each year demonstrated excellent fit [Year 1: χ² (19) = 76.16, CFI = 0.99, RMSEA = 0.05,TLI = 0.98; Year 2: χ² (19) = 70.68, CFI = 0.99, RMSEA = 0.048, TLI = 0.98; Year 3: χ² (19) = 66.59, CFI = 0.99, RMSEA = 0.05, TLI = 0.98] supporting the theoretical model for change. For each year the effect of the SEL Environment construct on discipline was significant, as was the effect of discipline on Academic Performance. Further, the indirect effect of SEL Environment on Academic Performance was significant across all years.

Discussion

The consistency of these relationships supports the proposed logic model as a potential mechanism for change and has the potential to guide interventions for whole school improvement.

The relationship between school-basic psychological need satisfaction and frustration, academic engagement and academic achievement

The main purpose of this study is to investigate how students’ perceptions of need satisfaction and need frustration at school are indirectly associated with academic achievement through academic engagement. A modified version of the Basic Psychological Need Satisfaction and Frustration Scale was used to assess these needs in a school-based context. The study sample consisted of 551 students, comprising 299 males (54.3%) and 252 females (45.7%), with an average age of 16.19 years (SD = 1.49). The results suggested autonomy satisfaction and relatedness satisfaction are positively correlated with academic engagement, autonomy frustration is negatively correlated with academic engagement, and, moreover, academic engagement is associated with increased academic achievement. The results of this study highlight the importance of developing specific training programs to promote a school environment that pays attention to students’ psychological needs.