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Ming-te Wang - One of the best experts on this subject based on the ideXlab platform.
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conceptualization and assessment of adolescents Engagement and disEngagement in School
European Journal of Psychological Assessment, 2019Co-Authors: Ming-te Wang, Jennifer A Fredricks, Tara Hofkens, Jacqueline Schall LinnAbstract:Abstract. Increasing School Engagement is critical for improving academic achievement and reducing dropout rates. In order to increase student Engagement and identify those students who are most disengaged from School, we need to conceptualize and measure student Engagement appropriately. This study used a mixed method sequential exploratory design to develop and validate a student survey measure of School Engagement that reflects a multidimensional conceptualization of Engagement. Psychometric tests were conducted with a large racially and socioeconomically diverse sample of 5th–12th graders in the United States (N = 3,632). Findings demonstrated that a bifactor multidimensional model fit the data appropriately and provided evidence of measurement invariance, construct, and predictive validity. Results provided a psychometrically sound foundation for capturing the behavioral, emotional, cognitive, and social aspects of student Engagement and disEngagement in School.
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friends academic achievement and School Engagement during adolescence a social network approach to peer influence and selection effects
Learning and Instruction, 2018Co-Authors: Ming-te Wang, Noona Kiuru, Jessica L Degol, Katariina SalmelaaroAbstract:Abstract Peers become increasingly important socializing agents for academic behaviors and attitudes during adolescence. This study investigated peer influence and selection effects on adolescents' emotional (i.e., flow in Schoolwork, School burnout, School value), cognitive (i.e., School effort), and behavioral (i.e., truancy) Engagement in School. A social network approach was used to examine students of post-comprehensive education in Finland (N = 1419; mean age = 16). Students were asked to nominate peers to generate peer networks and to describe their own School Engagement at two time points (one year apart). Network analyses revealed that the degree to which peer influence and selection effects occurred varied by dimension of School Engagement. Over time, peers influenced students' emotional, cognitive, and behavioral Engagement. Similarity in behavioral Engagement, but not in emotional and cognitive Engagement, increased the likelihood of forming new peer relationships. Additionally, some of the peer influence and selection effects on School Engagement were moderated by student academic achievement.
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the reciprocal links between School Engagement youth problem behaviors and School dropout during adolescence
Child Development, 2014Co-Authors: Ming-te Wang, Jennifer A FredricksAbstract:Drawing on the self-system model, this study conceptualized School Engagement as a multidimensional construct, including behavioral, emotional, and cognitive Engagement, and examined whether changes in the three types of School Engagement related to changes in problem behaviors from 7th through 11th grades (approximately ages 12–17). In addition, a transactional model of reciprocal relations between School Engagement and problem behaviors was tested to predict School dropout. Data were collected on 1,272 youth from an ethnically and economically diverse county (58% African American, 36% European American; 51% females). Results indicated that adolescents who had declines in behavioral and emotional Engagement with School tended to have increased delinquency and substance use over time. There were bidirectional associations between behavioral and emotional Engagement in School and youth problem behaviors over time. Finally, lower behavioral and emotional Engagement and greater problem behaviors predicted greater likelihood of dropping out of School.
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School context achievement motivation and academic Engagement a longitudinal study of School Engagement using a multidimensional perspective
Learning and Instruction, 2013Co-Authors: Ming-te Wang, Jacquelynne S. EcclesAbstract:This longitudinal study adopts a multidimensional perspective to examine the relationships between middle School students’ perceptions of the School environment (structure support, provision of choice, teaching for relevance, teacher and peer emotional support), achievement motivation (academic selfconcept and subjective task value), and School Engagement (behavioral, emotional, and cognitive Engagement). Participants were from an ethnically diverse, urban sample of 1157 adolescents. The findings indicated that student perceptions of distinct aspects of the School environment contributed differentially to the three types of School Engagement. In addition, these associations were fully or partially mediated by achievement motivation. Specifically, student perceptions of the School environment influenced their achievement motivation and in turn influenced all three types of School Engagement, although in different ways. Moderation effects of gender, ethnicity, and academic ability were also discussed.
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Adolescent educational success and mental health vary across School Engagement profiles.
Developmental Psychology, 2012Co-Authors: Ming-te Wang, Stephen C. PeckAbstract:The present study used multidimensional and person-centered approaches to identify subgroups of adolescents characterized by unique patterns of behavioral, emotional, and cognitive Engagement and examined whether adolescent developmental outcomes varied as a function of different combinations of Engagement components. Data were collected on 1,025 youths (57% African American, 43% European American; 53% female, 47% male). Five profiles of student Engagement in School were identified: Highly Engaged, Moderately Engaged, Minimally Engaged, Emotionally Disengaged, and Cognitively Disengaged. These 5 groups differed in their educational and psychological functioning. The study not only provides empirical evidence supporting the multifaceted nature of School Engagement but also demonstrates its utility relative to educational success and mental health. Considering the multiple dimensions of student Engagement simultaneously from a person-centered perspective promises a useful approach for addressing sample heterogeneity and understanding different patterns of School Engagement and their consequences.
Richard M Lerner - One of the best experts on this subject based on the ideXlab platform.
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a bifactor model of School Engagement assessing general and specific aspects of behavioral emotional and cognitive Engagement among adolescents
International Journal of Behavioral Development, 2016Co-Authors: Kristjan K Stefansson, Steinunn Gestsdottir, John G Geldhof, Sigurgrimur Skulason, Richard M LernerAbstract: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 ...
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academic achievement in the high School years the changing role of School Engagement
Journal of Youth and Adolescence, 2014Co-Authors: Paul A Chase, John G Geldhof, Lacey J Hilliard, Daniel J A Warren, Richard M LernerAbstract:School Engagement is an important theoretical and practical cornerstone to the promotion of academic accomplishments. This article used a tripartite-behavioral, emotional, and cognitive-model of School Engagement to assess the relationship between School Engagement and academic success among high School students, and to determine whether a reciprocal relationship exists between these constructs. Data were derived from 710 youth (69% female) who took part in Waves 6 through 8 (Grades 10 through 12) of the 4-H study of positive youth development. Longitudinal confirmatory factor analyses confirmed the invariance of the tripartite model of School Engagement. Results of a structural equation model showed that the components of School Engagement and academic achievement were mutually predictive and that these predictions varied from grade to grade. Future possibilities for evaluating the relationship between School Engagement and academic achievement, as well as the implications for educational policy and practice, are discussed.
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Interrelations of Behavioral, Emotional, and Cognitive School Engagement in High School Students
Journal of Youth and Adolescence, 2013Co-Authors: Richard M LernerAbstract:School Engagement, or the extent to which students are involved in, attached and committed to the academic and social activities in School, plays a prominent role in preventing academic failure, promoting competence, and influencing a wide range of adolescent outcomes. Although the multidimensional nature of School Engagement is well-recognized, how the three purported parts of the construct work together is largely unknown. By using data from the longitudinal, 4-H study of Positive Youth Development, involving a sample of 1,029 adolescents (67.7 % female; mean age at Grade 9 = 14.92 years; 74.4 % of participants were European American, 5.2 % were Latino/a, 7.3 % were African American), the current study examined the interrelationships of behavioral, emotional, and cognitive aspects of School Engagement over three years in adolescence (Grades 9–11). We used autoregressive lagged effects models to assess the relationships among the three Engagement constructs. Results indicated that behavioral and emotional Engagement were related bidirectionally (each variable was a basis and an outcome of the other). In addition, behavioral Engagement influenced cognitive Engagement (but the reverse of this relation was not found). Implications for future research are discussed.
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Adolescent Academic Achievement and School Engagement: An Examination of the Role of School-Wide Peer Culture
Journal of Youth and Adolescence, 2013Co-Authors: Alicia Doyle Lynch, Richard M Lerner, Tama LeventhalAbstract:During adolescence, peer groups present an important venue for socializing School-related behaviors such as academic achievement and School Engagement. While a significant body of research emphasizes the link between a youth’s immediate peer group and academic outcomes, the current manuscript expands on this idea, proposing that, in addition to smaller peer groups, within each School exists a School-wide peer culture that is comprised of two components (a relational and a behavioral component), each of which is related to individual academic outcomes. The relational component describes the aggregate of students’ perceptions of the quality of peer relationships within each School. The behavioral component is an aggregate representation of students’ actual behaviors in regard to academic tasks. We used data from the 4-H Study of Positive Youth Development, which surveyed 1,718 5th grade students (45.9 % male, 51.4 % White, 17.8 % Hispanic, 7.6 % African American) in 30 Schools, to explore the idea that, during adolescence, the relational and behavioral components of a School’s peer culture are related to students’ academic achievement and School Engagement. Results suggested that above and beyond a variety of individual, familial, peer, and School characteristics that have previously been associated with academic outcomes, aspects of behavioral peer culture are associated with individual achievement while components of both relational and behavioral peer culture are related to School Engagement. Implications for future research are discussed.
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the role of School Engagement in preventing adolescent delinquency and substance use a survival analysis
Journal of Adolescence, 2011Co-Authors: Weigang Zhang, Jianjun Liu, Miriam R Arbeit, Seth J Schwartz, Edmond P Bowers, Richard M LernerAbstract:The present study was designed to examine the effects of School Engagement on risky behavior in adolescence. Using data from the 4-H Study of Positive Youth Development (PYD), a longitudinal study of U.S. adolescents, discrete-time survival analyses were conducted to assess the effect of behavioral and emotional School Engagement on the initiation of drug use and delinquency. The current analyses used seven years of longitudinal data collected from youth and their parents. Results of discrete-time survival analysis indicated that, controlling for demographic variables, higher degrees of behavioral and emotional School Engagement predicted a significantly lower risk of substance use and involvement in delinquency. Substance use prevention programs and other health-risk reduction programs should include components (i.e., adolescents' participation in and emotional attachment to School) to capitalize on the protective role of the School context against youth risk behavior.
Roderick A Rose - One of the best experts on this subject based on the ideXlab platform.
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improving middle School student Engagement through career relevant instruction in the core curriculum
Journal of Educational Research, 2013Co-Authors: Dennis K Orthner, Hinckley Jonessanpei, Patrick Akos, Roderick A RoseAbstract:The authors assessed the effect of career-relevant instruction on School valuing and Engagement of middle School students in a southern U.S. School district. Previous research and theory indicate students learn best when new knowledge is provided within the context of information students consider to be of value. The data come from a School-based randomized trial of the CareerStart intervention that was introduced in 7 of 14 middle Schools, and include the initial 3 years of data for 3,493 students. The authors examined the effect of the CareerStart intervention and student-reported career-relevant instruction on psychosocial measures of School Engagement and School valuing. After controlling for previous School Engagement, demographic, socioeconomic, and academic factors, the analysis confirms that students in the treatment Schools reported significantly higher levels of School valuing than students in the control Schools, and students reporting greater career-relevant instruction indicated significantly higher levels of School Engagement and valuing.
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improving middle School student Engagement through career relevant instruction in the core curriculum
Journal of Educational Research, 2013Co-Authors: Dennis K Orthner, Hinckley Jonessanpei, Patrick Akos, Roderick A RoseAbstract:ABSTRACT The authors assessed the effect of career-relevant instruction on School valuing and Engagement of middle School students in a southern U.S. School district. Previous research and theory indicate students learn best when new knowledge is provided within the context of information students consider to be of value. The data come from a School-based randomized trial of the CareerStart intervention that was introduced in 7 of 14 middle Schools, and include the initial 3 years of data for 3,493 students. The authors examined the effect of the CareerStart intervention and student-reported career-relevant instruction on psychosocial measures of School Engagement and School valuing. After controlling for previous School Engagement, demographic, socioeconomic, and academic factors, the analysis confirms that students in the treatment Schools reported significantly higher levels of School valuing than students in the control Schools, and students reporting greater career-relevant instruction indicated sign...
Dennis K Orthner - One of the best experts on this subject based on the ideXlab platform.
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improving middle School student Engagement through career relevant instruction in the core curriculum
Journal of Educational Research, 2013Co-Authors: Dennis K Orthner, Hinckley Jonessanpei, Patrick Akos, Roderick A RoseAbstract:The authors assessed the effect of career-relevant instruction on School valuing and Engagement of middle School students in a southern U.S. School district. Previous research and theory indicate students learn best when new knowledge is provided within the context of information students consider to be of value. The data come from a School-based randomized trial of the CareerStart intervention that was introduced in 7 of 14 middle Schools, and include the initial 3 years of data for 3,493 students. The authors examined the effect of the CareerStart intervention and student-reported career-relevant instruction on psychosocial measures of School Engagement and School valuing. After controlling for previous School Engagement, demographic, socioeconomic, and academic factors, the analysis confirms that students in the treatment Schools reported significantly higher levels of School valuing than students in the control Schools, and students reporting greater career-relevant instruction indicated significantly higher levels of School Engagement and valuing.
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improving middle School student Engagement through career relevant instruction in the core curriculum
Journal of Educational Research, 2013Co-Authors: Dennis K Orthner, Hinckley Jonessanpei, Patrick Akos, Roderick A RoseAbstract:ABSTRACT The authors assessed the effect of career-relevant instruction on School valuing and Engagement of middle School students in a southern U.S. School district. Previous research and theory indicate students learn best when new knowledge is provided within the context of information students consider to be of value. The data come from a School-based randomized trial of the CareerStart intervention that was introduced in 7 of 14 middle Schools, and include the initial 3 years of data for 3,493 students. The authors examined the effect of the CareerStart intervention and student-reported career-relevant instruction on psychosocial measures of School Engagement and School valuing. After controlling for previous School Engagement, demographic, socioeconomic, and academic factors, the analysis confirms that students in the treatment Schools reported significantly higher levels of School valuing than students in the control Schools, and students reporting greater career-relevant instruction indicated sign...
Katariina Salmelaaro - One of the best experts on this subject based on the ideXlab platform.
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are Schools alienating digitally engaged students longitudinal relations between digital Engagement and School Engagement
Frontline Learning Research, 2020Co-Authors: Lauri Hietajarvi, Kirsti Lonka, Kai Hakkarainen, Kimmo Alho, Katariina SalmelaaroAbstract:This article examined digital learning Engagement as the out-of-School learning component that reflects informally emerging socio-digital participation. The gap hypothesis proposes that students who prefer learning with digital technologies outside of School are less engaged in traditional School. This hypothesis was approached from the framework of connected learning, referring to the process of connecting self-regulated and interest-driven learning across formal and informal contexts. We tested this hypothesis with longitudinal data. It was of interest how digital Engagement, operationalized as a general digital learning preference, wish for digital Schoolwork, and their interaction, is related to traditional School Engagement. This was examined both cross-sectionally in three time points and longitudinally across three years. The participants were 1,705 (43.7% female) 7th–9th graders (13-15 years old) from 27 Schools in Helsinki, Finland. We explored the structure of correlations between latent constructs at each time point separately, and finally, to evaluate longitudinal relations between digital Engagement and School Engagement we specified latent cross-lagged panel models. The results indicate that students holding a stronger general digital learning preference experienced higher Schoolwork Engagement, both contemporaneously and over time, indicating successful connected learning. However, the results also showed support for the gap hypothesis: Students who preferred digital learning but did not have the chance to digitally engage at School, experienced a decrease in School Engagement over time. The article shows that there is a need to examine the reciprocal interactive processes between the learners and their social ecologies inside and outside School more closely.
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friends academic achievement and School Engagement during adolescence a social network approach to peer influence and selection effects
Learning and Instruction, 2018Co-Authors: Ming-te Wang, Noona Kiuru, Jessica L Degol, Katariina SalmelaaroAbstract:Abstract Peers become increasingly important socializing agents for academic behaviors and attitudes during adolescence. This study investigated peer influence and selection effects on adolescents' emotional (i.e., flow in Schoolwork, School burnout, School value), cognitive (i.e., School effort), and behavioral (i.e., truancy) Engagement in School. A social network approach was used to examine students of post-comprehensive education in Finland (N = 1419; mean age = 16). Students were asked to nominate peers to generate peer networks and to describe their own School Engagement at two time points (one year apart). Network analyses revealed that the degree to which peer influence and selection effects occurred varied by dimension of School Engagement. Over time, peers influenced students' emotional, cognitive, and behavioral Engagement. Similarity in behavioral Engagement, but not in emotional and cognitive Engagement, increased the likelihood of forming new peer relationships. Additionally, some of the peer influence and selection effects on School Engagement were moderated by student academic achievement.
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development of School Engagement in association with academic success and well being in varying social contexts a review of empirical research
European Psychologist, 2013Co-Authors: Katja Upadyaya, Katariina SalmelaaroAbstract:This review examines the development of students’ Engagement with School and how it may contribute to future academic success and individual well-being in different social contexts. The review discusses the two main approaches of School Engagement research: one examines students’ behavioral, cognitive, and affective Engagement (North American approach), while the other examines study-related vigor, absorption, and dedication (European approach). This research shows that a high level of School Engagement is positively associated with academic success, and negatively associated with students’ ill-being, such as depressive symptoms and burnout. High Engagement with School also fosters several aspects of students’ well-being, such as positive emotions and life satisfaction. Moreover, several contextual factors, including parental affect, teachers’ support, and a mastery-oriented atmosphere in the classroom, promote students’ Engagement with School.
