Luis Francisco Vargas‐Madriz, Chiaki Konishi, Tracy K. Y. Wong
{"title":"A meta‐analysis of the association between teacher support and school engagement","authors":"Luis Francisco Vargas‐Madriz, Chiaki Konishi, Tracy K. Y. Wong","doi":"10.1111/sode.12745","DOIUrl":null,"url":null,"abstract":"School engagement is a multidimensional concept describing how students behave, feel, and think. Previous meta‐analyses suggest that school engagement may be underpinned by specific aspects of teacher support. However, given that school engagement is also multifaceted, it is important to examine how each aspect of school engagement is related to different aspects of teacher support. Thus, a meta‐analysis was conducted to ascertain the magnitude of the association between different domains of teacher support and various dimensions of school engagement. We also considered the moderating roles of study (e.g., study design) and sample characteristics (e.g., school level). Of the 1249 studies identified from three databases, 141 studies (i.e., 525,129 students) met the inclusion criteria. Results indicated that teacher support was positively associated with school engagement, but the magnitude of this association differed depending on which aspects of teacher support and school engagement were examined. Significant moderating effects were evident for sample language discrepancy (i.e., discrepancy between the language spoken by the student at home and in school), school level, sex, study design, and informants. Current findings emphasize a need to adopt a comprehensive approach when examining teacher support and school engagement. Findings also suggest the importance of fostering an emotionally supportive school context to promote school engagement among students. Implications for educational research and practice are discussed.","PeriodicalId":1,"journal":{"name":"Accounts of Chemical Research","volume":"1 12","pages":""},"PeriodicalIF":16.4000,"publicationDate":"2024-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Accounts of Chemical Research","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1111/sode.12745","RegionNum":1,"RegionCategory":"化学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"CHEMISTRY, MULTIDISCIPLINARY","Score":null,"Total":0}
引用次数: 0
Abstract
School engagement is a multidimensional concept describing how students behave, feel, and think. Previous meta‐analyses suggest that school engagement may be underpinned by specific aspects of teacher support. However, given that school engagement is also multifaceted, it is important to examine how each aspect of school engagement is related to different aspects of teacher support. Thus, a meta‐analysis was conducted to ascertain the magnitude of the association between different domains of teacher support and various dimensions of school engagement. We also considered the moderating roles of study (e.g., study design) and sample characteristics (e.g., school level). Of the 1249 studies identified from three databases, 141 studies (i.e., 525,129 students) met the inclusion criteria. Results indicated that teacher support was positively associated with school engagement, but the magnitude of this association differed depending on which aspects of teacher support and school engagement were examined. Significant moderating effects were evident for sample language discrepancy (i.e., discrepancy between the language spoken by the student at home and in school), school level, sex, study design, and informants. Current findings emphasize a need to adopt a comprehensive approach when examining teacher support and school engagement. Findings also suggest the importance of fostering an emotionally supportive school context to promote school engagement among students. Implications for educational research and practice are discussed.
期刊介绍:
Accounts of Chemical Research presents short, concise and critical articles offering easy-to-read overviews of basic research and applications in all areas of chemistry and biochemistry. These short reviews focus on research from the author’s own laboratory and are designed to teach the reader about a research project. In addition, Accounts of Chemical Research publishes commentaries that give an informed opinion on a current research problem. Special Issues online are devoted to a single topic of unusual activity and significance.
Accounts of Chemical Research replaces the traditional article abstract with an article "Conspectus." These entries synopsize the research affording the reader a closer look at the content and significance of an article. Through this provision of a more detailed description of the article contents, the Conspectus enhances the article's discoverability by search engines and the exposure for the research.