Search engine for discovering works of Art, research articles, and books related to Art and Culture
Javascript must be enabled to continue!
Predictors of child student engagement in elementary school: A mixed‐methods study exploring the role of externalising problems
View through CrossRef
AbstractStudent engagement promotes school learning and adaptation and can be a protective factor for children who are vulnerable to school failure. A longitudinal mixed‐methods study was conducted to identify individual, family and school predictors of children's school engagement as well as to explore the facilitators of and obstacles to student engagement at school amongst children with externalising problems. The sample consisted of 369 elementary school children (53.7% girls) and their parents as well as 35 teachers. Participants completed several measures to evaluate emotional and behavioural engagement at school, externalising behaviours, parental emotional support, parental involvement with the school and student–teacher relationships. Semi structured interviews were conducted with a subsample of 17 parents of children with high levels of externalising problems. Problems with externalising behaviours and student–teacher relationships were significant predictors of school engagement. Parents’ reports showed that family support, positive student–teacher relationships, and positive relationships with peers are the main facilitators of school engagement in children with high levels of externalising problems. Our study highlights the role played by externalising problems in school engagement. Limitations of the study and implications for prevention research and practice are discussed.Highlights
This study aimed to analyse individual, family and school predictors of children's school engagement and to explore the facilitators of and obstacles to school engagement in a subsample of children with high levels of externalising problems.
A mixed method design consisting of a longitudinal quantitative and cross‐sectional qualitative approach was used.
The quantitative results show that problems with externalising behaviours and student–teacher relationships were significant predictors of school engagement.
The qualitative results show that family support, positive student–teacher relationships and positive relationships with peers are the main facilitators of school engagement in children with high levels of externalising problems
Title: Predictors of child student engagement in elementary school: A mixed‐methods study exploring the role of externalising problems
Description:
AbstractStudent engagement promotes school learning and adaptation and can be a protective factor for children who are vulnerable to school failure.
A longitudinal mixed‐methods study was conducted to identify individual, family and school predictors of children's school engagement as well as to explore the facilitators of and obstacles to student engagement at school amongst children with externalising problems.
The sample consisted of 369 elementary school children (53.
7% girls) and their parents as well as 35 teachers.
Participants completed several measures to evaluate emotional and behavioural engagement at school, externalising behaviours, parental emotional support, parental involvement with the school and student–teacher relationships.
Semi structured interviews were conducted with a subsample of 17 parents of children with high levels of externalising problems.
Problems with externalising behaviours and student–teacher relationships were significant predictors of school engagement.
Parents’ reports showed that family support, positive student–teacher relationships, and positive relationships with peers are the main facilitators of school engagement in children with high levels of externalising problems.
Our study highlights the role played by externalising problems in school engagement.
Limitations of the study and implications for prevention research and practice are discussed.
Highlights
This study aimed to analyse individual, family and school predictors of children's school engagement and to explore the facilitators of and obstacles to school engagement in a subsample of children with high levels of externalising problems.
A mixed method design consisting of a longitudinal quantitative and cross‐sectional qualitative approach was used.
The quantitative results show that problems with externalising behaviours and student–teacher relationships were significant predictors of school engagement.
The qualitative results show that family support, positive student–teacher relationships and positive relationships with peers are the main facilitators of school engagement in children with high levels of externalising problems.
Related Results
The Association Between Physical Environment and Externalising Problems in Typically Developing and Neurodiverse Children and Young People: A Narrative Review
The Association Between Physical Environment and Externalising Problems in Typically Developing and Neurodiverse Children and Young People: A Narrative Review
The physical environment is of critical importance to child development. Understanding how exposure to domains of the physical environment such as greenspace, urbanicity, air pollu...
Cometary Physics Laboratory: spectrophotometric experiments
Cometary Physics Laboratory: spectrophotometric experiments
<p><strong><span dir="ltr" role="presentation">1. Introduction</span></strong&...
Implementasi Pembelajaran IPS Sebagai Penguatan Pendidikan Karakter di Sekolah Dasar
Implementasi Pembelajaran IPS Sebagai Penguatan Pendidikan Karakter di Sekolah Dasar
This study aims to analyze the implementation of social studies learning as strengthening character education in elementary schools. The research method used is a qualitative descr...
Wyniki badań 110 dziewcząt “nie uczących się i nie pracujących”
Wyniki badań 110 dziewcząt “nie uczących się i nie pracujących”
The publication presents the findings of an inquiry conducted among 110 girls aged 15 - 17 who had been directed, on the grounds of being “out of school and out of work”, to two on...
Parent Training Interventions for Attention Deficity Hyperactivity Disorder (ADHD) in Children Aged 5 to 18 years
Parent Training Interventions for Attention Deficity Hyperactivity Disorder (ADHD) in Children Aged 5 to 18 years
Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder. For a child to be diagnosed with ADHD, adults such as parents, carers, healthcare workers or teach...
Pengaruh Academic Burnout terhadap Online Student Engagement pada Mahasiswa di Jawa Barat
Pengaruh Academic Burnout terhadap Online Student Engagement pada Mahasiswa di Jawa Barat
Abstract. Online learning is implemented in Indonesia due to the COVID-19 pandemic. The level of academic burnout for students is high during online learning during the COVID-19 pa...
Profesor Stanisław Batawia
Profesor Stanisław Batawia
The editor-in-chief of „Archiwum Kryminologii”, professor Stanisław Batawia, full member of the Polish Academy of Sciences, Professor of Warsaw University and of the Institute of ...
Do parent posttraumatic stress symptoms (PTSS) predict later child PTSS?
Do parent posttraumatic stress symptoms (PTSS) predict later child PTSS?
Background: Although research suggests that parent and child PTSS are associated, the magnitude of this association at different time points and in the context of various covariate...