Page 210 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 210
ear ly school leaving: contempor ary european perspectives
show emotional engagement when they have positive attitudes and reac-
tions to school, teachers, learning and peers. Cognitive engagement is de-
fined as students’ personal investment in learning in a focused, strategic
and self-regulating way. Fredricks et al. (2004) conclude that all three cat-
egories represent equally important dimensions of engagement and that
more multidimensional research must be conducted. Research using this
model has suggested that all three types of engagement cover different as-
pects of the student experience important for school success and personal
development (Blumenfeld et al., 2005).
A student’s school engagement includes both academic and social in-
tegration within the school (You & Sharkey, 2009). When students are ful-
ly engaged in learning they achieve better academic outcomes (Finn &
Rock, 1997). Students who show a stable level of school engagement over
the course of their schooling are less likely to leave the school before com-
pleting it (Janosz et al., 2008). The lack of attendance is a sign of a gener-
al disengagement from school, ultimately leading to ESL (Jimerson et al.,
2000; Janosz et al., 2008). In one study (Archer & Yamashita, 2003) former
students were asked why they had dropped out of school. Their decision to
leave school was mostly based on their self-concepts, explaining that they
felt “not good enough” to continue and that they “knew their limits”. Thus,
it appears that through perceived failure in school students become so dis-
engaged from the educational process that they believe that their ‘place’ lies
elsewhere. However, it is important to note that ESLers are a heterogeneous
group and there is a variety of reasons why they leave school.
Roorda, Koomen, Spilt and Oort, (2011) used a meta-analytic approach
to investigate the associations between affective qualities of teacher-stu-
dent relationships and students’ school engagement and achievement. The
analyses included 99 studies, referring to students from preschool to high
school. Separate analyses were conducted for positive relationships and en-
gagement, negative relationships and engagement, positive relationships
and achievement, and negative relationships and achievement. The results
of the meta-analysis show that associations of both positive and negative
relationships with engagement were medium to large, whereas associations
with achievement were small to medium.
The results of the research presented in this chapter show that the
teacher-student relationship has an important impact on students’ engage-
ment in school.
210
show emotional engagement when they have positive attitudes and reac-
tions to school, teachers, learning and peers. Cognitive engagement is de-
fined as students’ personal investment in learning in a focused, strategic
and self-regulating way. Fredricks et al. (2004) conclude that all three cat-
egories represent equally important dimensions of engagement and that
more multidimensional research must be conducted. Research using this
model has suggested that all three types of engagement cover different as-
pects of the student experience important for school success and personal
development (Blumenfeld et al., 2005).
A student’s school engagement includes both academic and social in-
tegration within the school (You & Sharkey, 2009). When students are ful-
ly engaged in learning they achieve better academic outcomes (Finn &
Rock, 1997). Students who show a stable level of school engagement over
the course of their schooling are less likely to leave the school before com-
pleting it (Janosz et al., 2008). The lack of attendance is a sign of a gener-
al disengagement from school, ultimately leading to ESL (Jimerson et al.,
2000; Janosz et al., 2008). In one study (Archer & Yamashita, 2003) former
students were asked why they had dropped out of school. Their decision to
leave school was mostly based on their self-concepts, explaining that they
felt “not good enough” to continue and that they “knew their limits”. Thus,
it appears that through perceived failure in school students become so dis-
engaged from the educational process that they believe that their ‘place’ lies
elsewhere. However, it is important to note that ESLers are a heterogeneous
group and there is a variety of reasons why they leave school.
Roorda, Koomen, Spilt and Oort, (2011) used a meta-analytic approach
to investigate the associations between affective qualities of teacher-stu-
dent relationships and students’ school engagement and achievement. The
analyses included 99 studies, referring to students from preschool to high
school. Separate analyses were conducted for positive relationships and en-
gagement, negative relationships and engagement, positive relationships
and achievement, and negative relationships and achievement. The results
of the meta-analysis show that associations of both positive and negative
relationships with engagement were medium to large, whereas associations
with achievement were small to medium.
The results of the research presented in this chapter show that the
teacher-student relationship has an important impact on students’ engage-
ment in school.
210
