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Students’EngagementwithSchool
2young2fail–FinalConference
PauloMoreiraCalousteGulbenkianFounda9on,Portugal
FondazioneperlaScuola,Torino,Italy6luglio2016
Whyareweheretoday?UnderthescopeoftheprojectTooYoungToFail,weareheretodaytobeCerunderstandhowtopreventschooldropout.ButweallknowthatprevenHngschooldropoutisacomplexissue,thatrequiresthatweconsidereandinterveneeffecHvellyinseveraldimensions:
Whyareweheretoday?ThemainobjecHveofEducaHonistocreatethecondiHonsforstudents’educaHonalsuccess;Inordertodothat,weneedtoconsiderseveraldimensionsofstudents,families,schoolsandcommuniHes;
Whyareweheretoday?Howcanwepromotestudents’educaHonaldevelopmentinanintegratedandholisHcperspecHve?
Students’engagementwithschoolisbeingincreasinglyaknowledgedasaprivilegiedplaTormfortheintegraHonofthedifferentcontribuHons,conceptsandconstructsabouttheseveralaspectsofstudentsexperienceswithschool(Moreiraetal.,2009).
Whatisengagementwithschool?
Whatisengagementwithschool?
Engagementwithschoolhasbeendescribedasthestudents’subjec9veexperiencesofconnectednessandiden9fica9ontowardsschoolaspects(Archambault,Janosz,Morizot&Pagani,2009;Fredricks,Blumendeld&Paris,2004;Moreiraetal.,2013).
Whatisengagementwithschool?
EngagementisamulHdimensionalconstruct,meaningthatitiscomposedbyseveraldimensions:Atindividuallevel-CogniHons;EmoHons;Behaviors;Atcontextuallevel-Family;Peers;School;Comunity
Engagement
Individual
Contextual
CogniHve
Behavioral
EmoHonal
ParentsS
TeachersS
PeersS
OrganizaHonsS
Whatisengagementwithschool?AsasubjecHveexperience,engagementencompassesseveraldimensions,includingemoHons,cogniHonsandbehaviors.Andeachoneofthesedimensionsareimportantaspectsfortheundertandingstudentsexperiencestowardsschool,reasonwhytheyareconsideredasdimensionsofengagement.
Whatisengagementwithschool?Cogni9veengagementreferstotherepresentaHonsstudentshaveaboutschool,includingmoHvaHons,expectaHonsandconceptsandbelievesabouttheself,theothersinschoolandabouttheschoolitself(Appletonetal.,2008;Moreiraetal.,2009);
Whatisengagementwithschool?EmoHonalengagementreferstotheaffecHvedimensionsoftheexperienceswithschool,includingemoHonsandfeelings,suchasjoy,interest,ordistress(Fredricksetal.,2004;Ladd&Dinella,2009)
Whatisengagementwithschool?BehavioralengagementreferstotheacHonsofthestudents’towardsschool,includingfollowingrules,aCendancetoclasses,andparHcipaHoninschool-relatedacHviHes(Fredricksetal.,2004;Ladd&Dinella,2009).
Whyisstudents’engagementimportant?
Whyisstudents’engagementimportant?Thereasonwhytheconstructofstudents’engagementwithschoolhasreachedasoimpressiveconsensusreliesonitspredicHvepowerofawiderangeofstudents’presentandfutureprocessesandoutcomes.
Whyisstudents’engagementimportant?- Academicperformance;- Academicachievment;- Learning;- DisrupHvebehaviorsatschool;- Earlyschooldropout;- LifelongstatusofocupaHon,etc…
Whyisstudents’engagementimportant?
DifferentdimensionsofengagementaredifferenHallyassociatedwithdifferentacademicexperiences,processesandoutcomes(Archambault,Janosz,Morizot,&Pagani,2009;Ladd,&Dinella,2009;Li&Lerner,2011;Wang&Eccles,2012a;2012b;Wang,Brinkworth,&Eccles,2013;Wang,&Eccles,2013)
Whyisstudents’engagementimportant?
BecauseengagementisbothaPROCESSandanOUTCOMEAndthisfact,putsStudents’engagementwithschoolattheCENTERofthedailyeducaHonalpracHces.
Howandwhatbasiccondi9onstoengage?
Howandwhatarethebbasiccondi9onstoengage?
1. Approachingstudentsengagementwithschoolasaresultinourdailyeduca9onalprac9ces;
2. Approchingstudents’engagementwithschoolasaprocessinourdailyeduca9onalprac9ces;
3. Iden9fyingsignsofengagementanddisengagement;4. Promo9ngandfostering(bycrea9ngtheneededcondi9onsfor)
studentsengagementwithschoolinourdailyprac9ces;5. Interveneontheearlysignsofdisengagementwithschoolin
ordertopreventcascadesofdisengagement,nega9veoutcomesandul9matelyschooldroppingout;
Howandwhatarethebasiccondi9onstoengage?Individualdimensions
Students’characterisHcs -Prioracademicperformance; -Priorengagementwithschool; -Age -Gender -SES -Personality
Howandwhatarethebasiccondi9onstoengage?Contextualdimensions
FamilycharacterisHcsSchoolcharacterisHcsCommunity
Howandwhatarethebasiccondi9onstoengage?
FamilycharacterisHcs -family’sresources -family’sstructure -family’sprocessesanddynamics -family’sorientaHontowardsschools
Howandwhatarethebasiccondi9onstoengage?
SchoolcharacterisHcs(Prof.ValerieLee’stypology) -schoolstructure; -schoolsocialcomposiHon; -schoolsocialorganizaHon; -schoolacademicorganizaHon;
Conclusions
WeneedtohaveanintegratedandholisHcapproachtostudentseducaHonalexperiences;Consideringstudents’engagementwithschoolisanorganizedandempirically-basedapproachtostudentseducaHonaltrajectories.WelearnmoreaboutwhatresearchtellusaboutwhatiseficientinpromoHngeachoneofthedimensionsofstudents’engagementwithschool,bothindividuallyandinanintegratedway.
Moreira, P. A., Dias, P., Vaz, F. M., & Vaz, J. M. (2013). Predictors of academic performance and school engagement—Integrating persistence, motivation and study skills perspectives using person- centered and variable-centered approaches. Learning and Individual Differences, 24, 117-125.
Moreira, P. A., Vaz, F. M., Dias, P. C., & Petracchi, P. (2009). Psychometric properties of the Portuguese version of the Student Engagement Instrument. Canadian Journal of School Psychology,24, 303-317.
National Center for School Engagement (NCSE, 2006). Students engagement Survey. National Center for School Engagement: Author.
Wang, M. T., & Eccles, J. S. (2012a). Social support matters: Longitudinal effects of social support on three dimensions of school engagement from middle to high school. Child development, 83, 877- 895.
Wang, M. T., & Eccles, J. S. (2012b). Adolescent behavioral, emotional, and cognitive engagement trajectories in school and their differential relations to educational success. Journal of Research on Adolescence, 22, 31-39.
Wang, M. T., Brinkworth, M., & Eccles, J. (2013). Moderating effects of teacher–student relationship in adolescent trajectories of emotional and behavioral adjustment. Developmental psychology, 49, 690.
Wang, M. T., Willett, J. B., & Eccles, J. S. (2011). The assessment of school engagement: Examining dimensionality and measurement invariance by gender and race/ethnicity. Journal of School Psychology, 49, 465-480.
Wang, M. T., & Eccles, J. S. (2013). School context, achievement motivation, and academic engagement: A longitudinal study of school engagement using a multidimensional perspective. Learning and Instruction, 28, 12-23.
