What Makes Students Engaged in Learning? A Time-Use Study of Within- and Between-Individual Predictors of Emotional Engagement in Low-Performing High Schools

Journal of Youth and Adolescence

Volumn 41, Issue 3, 2012, Pages 390-401

  Park, Sira ^a   Holloway, Susan D ^a   Arendtsz, Amanda ^a   Bempechat, Janine ^b   Li, Jin ^c  

^a UNIVERSITY OF CALIFORNIA   (United States)

^b WHEELOCK COLLEGE   (United States)

^c BROWN UNIVERSITY   (United States)

Author keywords

Emotional engagement; Self determination; Within and between individual predictors

Indexed keywords

ACHIEVEMENT; ADAPTIVE BEHAVIOR; ADOLESCENT; ARTICLE; CHILD BEHAVIOR; COMPARATIVE STUDY; EDUCATION; ENVIRONMENT; ETHNIC GROUP; FEMALE; HUMAN; HUMAN RELATION; LEARNING; LONGITUDINAL STUDY; MALE; PERSONAL AUTONOMY; PREDICTIVE VALUE; PSYCHOLOGICAL ASPECT; QUALITY CONTROL; SATISFACTION; SCHOOL; STANDARD; STUDENT; UNITED STATES;

ACHIEVEMENT; ADAPTATION, PSYCHOLOGICAL; ADOLESCENT; ADOLESCENT BEHAVIOR; EDUCATIONAL MEASUREMENT; ENVIRONMENT; ETHNIC GROUPS; FEMALE; HUMANS; INTERPERSONAL RELATIONS; LEARNING; LONGITUDINAL STUDIES; MALE; PERSONAL AUTONOMY; PERSONAL SATISFACTION; PREDICTIVE VALUE OF TESTS; QUALITY CONTROL; SCHOOLS; STUDENTS; UNITED STATES;

EID: 84856802036     PISSN: 00472891     EISSN: 15736601     Source Type: Journal    
DOI: 10.1007/s10964-011-9738-3     Document Type: Article

References (44)

1. Ainsworth-Darnell, J. W., & Downey, D. B. (1998). Assessing the oppositional culture explanation for racial/ethnic differences in school performance. American Sociological Review, 63(4), 536-553.
2. Appleton, J. J., Christenson, S. L., & Furlong, M. J. (2008). Student engagement with school: Critical conceptual and methodological issues of the construct. Psychology in the Schools, 45, 369-386.
3. Archambault, I., Janosz, M., Fallu, J., & Pagani, L. S. (2009). Student engagement and its relationship with early high school dropout. Journal of Adolescence, 32, 651-670.
4. Assor, A., Kaplan, H., & Roth, G. (2002). Choice is good, but relevance is excellent: Autonomy-enhancing and suppressing teacher behaviors predicting students' engagement in schoolwork. British Journal of Educational Psychology, 72, 261-278.
5. Caraway, K., Tucker, C. M., Reinke, W. M., & Hall, C. (2003). Self-efficacy, goal orientation, and fear of failure as predictors of school engagement in high school students. Psychology in the Schools, 40, 417-427.
6. Carter, M., McGee, R., & Williams, S. (2007). Health outcomes in adolescence: Associations with family, friends and school engagement. Journal of Adolescence, 30, 51-62.
7. Connell, J. P., Halpern-Felsher, B. L., Clifford, E., Crichlow, W., & Usinger, P. (1995). Hanging in there: Behavioral, psychological, and contextual factors affecting whether African American adolescents stay in high school. Journal of Adolescent Research, 10, 41-63.
8. Connell, J. P., & Wellborn, J. G. (1991). Competence, autonomy, and relatedness: A motivational analysis of self-system processes. In M. Gunnar & L. A. Sroufe (Eds.), Minnesota symposium on child psychology (Vol. 23, pp. 43-77). Chicago: University of Chicago Press.
9. Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York: Harper Perennial.
10. Csikszentmihalyi, M., & Larson, R. W. (1987). Validity and reliability of the experience sampling method. Journal of Nervous and Mental Disease, 175, 526-536.
11. Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26, 325-346.
12. Eccles, J. S. (2004). Schools, academic motivation, and stage-environment fit. In R. M. Lerner & L. Steinberg (Eds.), Handbook of adolescent psychology (2nd ed., pp. 125-153). Hoboken, NJ: Wiley.
13. Eccleston, C. P., Smyth, J. M., & Lopoo, L. M. (2010). Unraveling the race paradox of achievement and self-views. Social Psychology of Education, 13, 1-18.
14. Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74, 59-109.
15. Furrer, C., & Skinner, C. (2003). Sense of relatedness as a factor in children's academic engagement and performance. Journal of Educational Psychology, 95, 148-162.
16. Galindo, C., & Fuller, B. (2010). The social competence of Latino kindergartners and growth in mathematical understanding. Developmental Psychology, 46, 579-592.
17. Green, G., Rhodes, J., Hirsch, A. H., Suarez-Orozco, C., & Camic, P. M. (2008). Supportive adult relationships and the academic engagement of Latin American immigrant youth. Journal of School Psychology, 46, 393-412.
18. Hektner, J. M., Schmidt, J. A., & Csikszentmihalyi, M. (2007). Experience sampling method: Measuring the quality of everyday life. Thousand Oaks: Sage.
19. Hirschfield, P. J., & Gasper, J. (2011). The relationship between school engagement and delinquency in late childhood and early adolescence. Journal of Youth and Adolescence, 40, 3-22.
20. Johnson, M. K., Crosnoe, R., & Elder, G. H. (2001). Students' attachment and academic engagement: The role of race and ethnicity. Sociology of Education, 74, 318-340.
21. Kelly, S. (2008). Race, social class and student engagement in middle school English classrooms. Social Science Research, 37, 434-448.
22. Larson, R. W., Moneta, G., Richards, M. H., & Wilson, S. (2002). Continuity, stability, and change in daily emotional experience across adolescence. Child Development, 73, 1151-1165.
23. Larson, R. W., & Richards, M. H. (1991). Boredom in the middle school years: Blaming schools versus blaming students. American Journal of Education, 99, 418-443.
24. Lee, V. E., & Smith, J. B. (1995). Effects of high school restructuring and size on early gains in achievement and engagement. Sociology of Education, 68(4), 241-270.
25. Marks, H. M. (2000). Student engagement in instructional activity: Patterns in the elementary, middle, and high school years. American Educational Research Journal, 37, 153-184.
26. Martin, A. J., & Dowson, M. (2009). Interpersonal relationships, motivation, engagement, and achievement: Yields for theory, current issues, and educational practice. Review of Educational Research, 79(1), 327-365.
27. Midgley, C., Feldlaufe, H., & Eccles, J. S. (1989). Change in teacher efficacy and student self- and task-related beliefs in mathematics during the transition to junior high school. Journal of Educational Psychology, 81, 247-258.
28. Newmann, F. M. (1992). Student engagement and achievement in American secondary schools. New York: Teachers College Press.
29. Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice. Theory and Research in Education, 7(2), 133-144.
30. Nota, L., Soresi, S., Ferrari, L., & Wehmeyer, M. L. (2011). A multivariate analysis of the self-determination of adolescence. Journal of Happiness Studies, 12, 245-266.
31. Rabe-Hesketh, S., & Skrondal, A. (2008). Mulilevel and longitudinal modeling using Stata (2nd ed.). College station, TX: Stata Press.
32. Reeve, J., & Halusic, M. (2009). How K-12 teachers can put self-determination theory principles into practice? Theory and Research in Education, 7(2), 145-154.
33. Reis, H. T., Sheldon, K. M., Gable, S. L., Roscoe, J., & Ryan, R. M. (2000). Daily well-being: The role of autonomy, competence and relatedness. Society for Personality and Social Psychology, 26, 419-435.
34. Ryan, R., & Deci, E. (2002). Overview of self-determination theory: An organismic dialectical perspective. In E. Deci & R. Ryan (Eds.), Handbook of self-determination research (pp. 3-33). Rochester, NY: University of Rochester Press.
35. Schmidt, J. A., Shernoff, D. J., & Csikszentmihalyi, M. (2007). Individual and situational factors related to the experience of flow in adolescence. In A. Ong & M. H. van Dulmen (Eds.), Oxford handbook of methods in positive psychology (pp. 542-558). New York: Oxford University Press.
36. Sciarra, D. T., & Seirup, H. J. (2008). The multidimensionality of school engagement and math achievement among racial groups. Professional School Counseling, 11, 218-228.
37. Shernoff, D. J., Csikszentmihalyi, M., Schneider, B., & Shernoff, E. S. (2003). Student engagement in high school classrooms from the perspective of flow theory. School Psychology Quarterly, 18, 158-176.
38. Shernoff, D. J., & Schmidt, J. A. (2008). Further evidence of an engagement-achievement paradox among US high school students. Journal of Youth and Adolescence, 37, 564-580.
39. Skinner, E. A., Wellborn, J. G., & Connell, J. P. (1990). What it takes to do well in school and whether I've got it: A process model of perceived control and children's engagement and achievement in school. Journal of Educational Psychology, 82, 22-32.
40. Smetana, J. G. (2011). Adolescents, families, and social development: How teens construct their worlds. Malden, MA: Wiley-Blackwell.
41. Tsai, Y., Kunter, M., Ludtke, O., Trautwein, U., & Ryan, R. M. (2008). What makes lessons interesting?: The role of situational and individual factors in three school subjects. Journal of Educational Psychology, 100, 460-472.
42. van Ryzin, M. J., Gravely, A. A., & Roseth, C. J. (2009). Autonomy, belongingness, and engagement in school as contributors to adolescent psychological well-being. Journal of Youth and Adolescence, 38, 1-12.
43. Wigfield, A., Eccles, J. S., Schiefele, U., Roeser, R., & Davis-Kean, P. (2006). Development of achievement motivation. In W. Damon (Series Ed.) & N. Eisenberg (Vol. Ed), Handbook of child psychology: Vol. 3. Social, emotional and personality development (6th ed., pp. 933-1002). New York: Wiley.
44. Yair, G. (2000). Educational battlefields in America: The tug-of-war over students' engagement with instruction. Sociology of Education, 73, 247-269.