Experiences in gender-sexuality alliances (GSAs) could predict youth's academic engagement through improved social-emotional wellbeing (indicated by school belonging, hope, and positive and negative affect). This study utilized three waves of data, each spaced 2-3 months apart, among 627 youth (87% LGBQ+, 45% trans/nonbinary, 48% youth of color)…

Engagement plays an important role in students' success in learning. While learner engagement has been widely examined, the degree to which learners engage in online learning and the relationship between online engagement and learning outcomes, particularly in the domain of second/foreign (L2) language learning, still remain under-explored. To…

The main aim of the study is to examine the relationship between the secondary school students' perceptions of the school's moral atmosphere and their engagement with school. The School Engagement Scale and School Moral Atmosphere Scale were applied to 872 students attending the secondary schools in the 2016-2017 academic year. The study revealed…

The present study examined the extent to which parent-adolescent relationship quality and parenting practices were associated with changes in school engagement among racial and ethnic minority adolescents. Participants (58% female) were 208 racial/ethnic minority students (63% African American, 19% Latinx, 18% Multiracial) in grades 6-8 from an…

The current study sought to compare the predictive value of teacher immediacy and teacher affection on student engagement. In the study, 224 undergraduate students at a U.S. Southwestern university responded to an online questionnaire about a current in-person class they were attending. Both teacher immediacy and teacher affection positively…

A dual-factor model (DFM) of mental health conceptualizes complete mental health as both low levels of psychopathology and high levels of subjective well-being (SWB). Although middle adolescence (ages 14 to 18 years old) is associated with increases in symptoms of psychopathology and declines in SWB, further research is needed to understand how…

This study explores how students' social support are related to their engagement, by administering the Chinese Version of Zimet's Multidimensional Scale of Perceived Social Support (MSPSS-C) and the Student Engagement Scale to 225 deaf or hard-of-hearing (D/HH) school students in mainland China. Results show that, among all participants, those…

This study aims to identify effective affective states and behaviors of middle-school students' online mathematics learning in predicting their choices to study science, technology, engineering, and mathematics (STEM) in higher education based on a "positive-affect-to-success hypothesis." The dataset (591 students and 316,974 actions)…

The extent to which middle school students are engaged in required science courses is an elusive but increasingly documented phenomenon. Anecdotal and empirical evidence alike raise concern with a perceived decline in science engagement reported by students as they transition into the middle school setting. Even what it means to be engage is not…

Based on classroom management fostering autonomy support and intrinsic motivation, this study examines effects of reciprocal peer-monitoring of learning behaviours on cognitive and affective outcomes. Within our study, 470 German secondary school students between 13 and 16 years of age participated in a multimodal hands- and minds-on exhibition…

In this study, Indigenous children's affective engagement with primary school is examined in terms of feelings of involvement and belonging at school and towards education as a worthwhile pursuit. Previous Australian research has concentrated on Indigenous children's education through attendance and school performance. Data from wave 6 of the…

Previous investigations mostly relied on the two-factor model of grit (with "perseverance of effort" and "consistency of interests" as major dimensions) which received a number criticisms in the extant literature. Recent studies have provided promising lines of evidence regarding the "triarchic model of grit" (TMG)…

Based on self-determination theory, this study seeks to explore whether a study environment that provides relevant conditions for students' basic psychological need-satisfaction can lead to more positive and less negative emotional experiences. It also addresses the question of how emotions experienced in the university context are related to…

Student engagement is a key predictor of academic performance, persistence and retention in higher education. While many studies have identified how aspects of the college environment influence engagement, fewer have specifically focused on emotional intelligence (EI). In this study, we sought to explore whether EI could predict cognitive and/or…

Instructors' use of humor is generally a positive influence on student outcomes. However, examinations of humor have found that specific types of messages may not impact, or may even reverse, its positive effect. Instructional humor processing theory (IHPT) has been used to explain how humor impacts student learning. The current study sought to…