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Direct linkDennie, David; Acharya, Parul; Greer, Deirdre; Bryant, Camille – Psychology in the Schools, 2019
The study examined the extent that teacher-student relationships (TSR) influenced basic psychological needs, engagement, and student growth using the self-systems process model as a framework using structural equation modeling. Based on prior research, it was hypothesized that context (TSR) influenced self (basic psychological needs), which…
Descriptors: Teacher Student Relationship, Class Activities, Learner Engagement, Grade 7
Martin, Tamica G.; Martin, Andrew J.; Evans, Paul – School Psychology International, 2017
Using an expectancy-value framework, the present investigation is the first to explore the generality of this theorizing and research in the emerging regional context of the Caribbean. Given high underachievement in the Caribbean region, we addressed the need to better understand the role of engagement in students' academic motivation and…
Descriptors: Learner Engagement, Foreign Countries, Outcomes of Education, Academic Achievement
Ritchotte, Jennifer A.; Matthews, Michael S.; Flowers, Claudia P. – Gifted Child Quarterly, 2014
Gifted underachievement represents a frustrating loss of potential for society. Although attempts have been made to develop interventions to reverse gifted underachievement, the theoretical underpinnings of these interventions have yet to be empirically validated. The purpose of this study was to investigate the validity of the…
Descriptors: Academically Gifted, Underachievement, Models, Middle School Students
Raufelder, Diana; Regner, Nicola; Drury, Kate; Eid, Michael – Educational Psychology, 2016
In order to enhance our understanding of inter-individual differences in scholastic motivation, this study examined if self-determination predicts the school engagement of four different motivation types (MT) in a large sample of adolescent students (N = 1088) from Brandenburg, Germany: (1) peer-dependent MT, (2) teacher-dependent MT, (3)…
Descriptors: Foreign Countries, Secondary School Students, Grade 7, Grade 8
Lietaert, Sofie; Roorda, Debora; Laevers, Ferre; Verschueren, Karine; De Fraine, Bieke – British Journal of Educational Psychology, 2015
Background: The gender gap in education in favour of girls is a widely known phenomenon. Boys generally have higher dropout rates, obtain lower grades, and show lower engagement. Insight into factors related to these academic outcomes could help to address the gender gap. Aims: This study investigated, for Dutch language classes, (1) how boys and…
Descriptors: Gender Differences, Learner Engagement, Indo European Languages, Student Behavior
Raufelder, Diana; Sahabandu, Diomira; Martínez, Guadalupe Sánchez; Escobar, Victoria – Educational Psychology, 2015
It is well known that teachers frequently observe a decline in the scholastic motivation of many adolescent students, which in turn is often associated with a decline in students' individual school self-concept. In contrast, less is known about the association between students' individual school self-concept and school engagement, or the related…
Descriptors: Foreign Countries, Middle School Students, Grade 7, Grade 8
Shoshani, Anat; Nakash, Ora; Zubida, Hani; Harper, Robin A. – School Psychology Quarterly, 2016
This study aimed to explore the role of school engagement and the mediation effect of acculturation in predicting 1.5 and second-generation migrant adolescents' mental health and risk behaviors. Participants included 448 seventh to tenth grade Israeli students (mean age 14.50, 53% boys): 128 non-Jewish 1.5 generation migrant adolescents (children…
Descriptors: Learner Engagement, Acculturation, Predictor Variables, Immigrants
Download full textMiddleton, James A.; Leavy, Aisling; Leader, Lars – RMLE Online: Research in Middle Level Education, 2013
This study investigated the relationship among critical motivational variables and mathematics achievement as middle grades students engaged in a reform-oriented curriculum, "Mathematics in Context." We tested 327 students in fifth, sixth, and seventh grade before and after two years of implementation. We performed a path analysis with…
Descriptors: Mathematics Achievement, Student Motivation, Middle School Students, Path Analysis
Lam, Shui-fong; Jimerson, Shane; Kikas, Eve; Cefai, Carmel; Veiga, Feliciano H.; Nelson, Brett; Hatzichristou, Chryse; Polychroni, Fotini; Basnett, Julie; Duck, Robert; Farrell, Peter; Liu, Yi; Negovan, Valeria; Shin, Hyeonsook; Stanculescu, Elena; Wong, Bernard P. H.; Yang, Hongfei; Zollneritsch, Josef – Journal of School Psychology, 2012
This study examined gender differences in student engagement and academic performance in school. Participants included 3420 students (7th, 8th, and 9th graders) from Austria, Canada, China, Cyprus, Estonia, Greece, Malta, Portugal, Romania, South Korea, the United Kingdom, and the United States. The results indicated that, compared to boys, girls…
Descriptors: Learner Engagement, Structural Equation Models, Academic Achievement, Program Effectiveness
Vedder-Weiss, Dana; Fortus, David – Journal of Research in Science Teaching, 2013
Achievement goal theory distinguishes between mastery goals (the goals of developing competence) and performance goals (the goals of demonstrating competence) [Ames [1992] "Journal of Educational Psychology" 84: 261-271]. In this study, we employed this theory aiming to better understand why adolescents' motivation to learn science…
Descriptors: Foreign Countries, Achievement, Goal Orientation, Theories
Zullig, Keith J.; Koopman, Tommy M.; Patton, Jon M.; Ubbes, Valerie A. – Journal of Psychoeducational Assessment, 2010
This study's purpose is to examine the existing school climate literature in an attempt to constitute its definition from a historical context and to create a valid and reliable student-reported school climate instrument. Five historically common school climate domains and five measurement tools were identified, combined, and previewed by the…
Descriptors: Educational Environment, Time Perspective, History, Literature Reviews
Yeung, Alexander Seeshing; Kuppan, Loganantham; Foong, See Kit; Wong, Darren Jon Sien; Kadir, Munirah Shaik; Lee, Paul Choon Keat; Yau, Che Ming – New Horizons in Education, 2010
Background: Students' academic self-concepts are known to be domain specific. Researchers have also identified two related components of self-concept:cognitive (how competent students feel about a subject domain) and affective (their interest in the subject). This paper examines whether both components are domain specific. Research has also shown…
Descriptors: Foreign Countries, Grade 7, Self Concept, Student Surveys
