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Book Chapter: Understanding student engagement with a contextual model

TitleUnderstanding student engagement with a contextual model
Authors
KeywordsMotivation in education.
Students -- Attitudes.
Issue Date2012
PublisherSpringer
Citation
Understanding student engagement with a contextual model. In Christenson, SL ... (Eds.)(et al), Handbook of research on student engagement, p. 403-419. New York, NY: Springer, 2012 How to Cite?
AbstractIn the present study, student engagement was conceptualized as a metaconstruct with affective, behavioral, and cognitive dimensions. As the indicators in each of the three dimensions were unpacked from facilitators and outcomes, we were able to investigate how student engagement was associated with its antecedents and outcomes in a sample of Chinese junior secondary school students (N = 822). The results supported a contextual model for understanding student engagement. They revealed that students were engaged in school when they felt that their teachers adopted motivating instructional practices and they had social-emotional support from their teachers, parents, and peers. Their engagement was high when they had high self-efficacy, endorsed learning goals, and effort attribution. Most importantly, when students were engaged in schools, they experienced positive emotions frequently and their teachers rated them high on academic performance and conduct. The findings have implications for interventions for the enhancement of student engagement in school.
Persistent Identifierhttp://hdl.handle.net/10722/166562
ISBN

 

DC FieldValueLanguage
dc.contributor.authorLam, SFen_US
dc.contributor.authorWong, PHen_US
dc.contributor.authorYang, Hen_US
dc.contributor.authorLiu, Yen_US
dc.date.accessioned2012-09-20T08:40:28Z-
dc.date.available2012-09-20T08:40:28Z-
dc.date.issued2012en_US
dc.identifier.citationUnderstanding student engagement with a contextual model. In Christenson, SL ... (Eds.)(et al), Handbook of research on student engagement, p. 403-419. New York, NY: Springer, 2012en_US
dc.identifier.isbn9781461420170-
dc.identifier.urihttp://hdl.handle.net/10722/166562-
dc.description.abstractIn the present study, student engagement was conceptualized as a metaconstruct with affective, behavioral, and cognitive dimensions. As the indicators in each of the three dimensions were unpacked from facilitators and outcomes, we were able to investigate how student engagement was associated with its antecedents and outcomes in a sample of Chinese junior secondary school students (N = 822). The results supported a contextual model for understanding student engagement. They revealed that students were engaged in school when they felt that their teachers adopted motivating instructional practices and they had social-emotional support from their teachers, parents, and peers. Their engagement was high when they had high self-efficacy, endorsed learning goals, and effort attribution. Most importantly, when students were engaged in schools, they experienced positive emotions frequently and their teachers rated them high on academic performance and conduct. The findings have implications for interventions for the enhancement of student engagement in school.-
dc.languageengen_US
dc.publisherSpringeren_US
dc.relation.ispartofHandbook of research on student engagementen_US
dc.subjectMotivation in education.-
dc.subjectStudents -- Attitudes.-
dc.titleUnderstanding student engagement with a contextual modelen_US
dc.typeBook_Chapteren_US
dc.identifier.emailLam, SF: lamsf@hku.hken_US
dc.identifier.emailWong, PH: bphwong@hku.hken_US
dc.identifier.authorityLam, SF=rp00568en_US
dc.identifier.doi10.1007/978-1-4614-2018-7_19-
dc.identifier.hkuros207649en_US
dc.identifier.spage403en_US
dc.identifier.epage419en_US
dc.publisher.placeNew York, NY-
dc.customcontrol.immutableyiu 130926-

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