In this research, we examined the construct of a school engagement scale using exploratory structural equation modeling (ESEM). This study involved a translated measurement model that was originally developed by Li and Lerner for U.S. youth, and data from a sample of eighth-, ninth-, and 11th-grade Chinese adolescents (N = 364). First, the results…

This longitudinal study examined relationships between student-perceived teaching for meaning, support for autonomy, and competence in mathematic classrooms (Time 1), and students' achievement goal orientations and engagement in mathematics 6 months later (Time 2). We tested whether student-perceived instructional characteristics at Time 1…

Drawing on expectancy-value theory, the present study examined the unique contributions of the four major value beliefs and self-concept on achievement, self-reported effort, and teacher-rated behavioral engagement in mathematics. In particular, we examined the multiplicative effects of self-concept and task values on educational outcomes using…

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…

Recent research shows that teacher support is predictive of student outcomes, such as engagement and effort. In this study, we explored the relation between students' perceptions of teacher instrumental support in mathematics lessons and their effort in mathematics. We also tested whether this relation was mediated through students' perception of…

Students' self-efficacy expectations (SEE) in mathematics are associated with their engagement and learning experiences. Going beyond previous operationalisations of SEE we propose a new instrument that takes into account not only "facet-specificity" (expectations related to particular competences or skills) and "strength"…

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…

The purpose of this study is to investigate relationships between students' engagement versus disaffection and their perceptions of teachers' motivational support styles. To do this a hypothesized structural model specifying the direct relationships of students' engagement and their perceptions of teachers' motivational support is used. The model,…

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…

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…