Engagement with school and retention

IF 1.8 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of School and Educational Psychology Pub Date : 2020-11-11 DOI:10.1080/21683603.2020.1837697

D. Gandra, J. Cruz

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引用次数: 0

Abstract

ABSTRACT Students engagement with school is a concern of the educational community, research and policy makers. It has been conceptualized as a multidimensional construct conditioned by several individual and contextual factors, namely personal, family, social and academic variables. Regarding academic variables, school retention is a controversial option, that influences the way students engage with school. Many studies have examined the impact of retention on school performance. Less attention has been directed to the implications of retention on students’ school engagement, particularly in its cognitive and psychological domains. The objectives of this study were to describe the cognitive and psychological dimensions of school engagement in students from 4th, 6th and 9th grades, and to analyze the influence of retention in the engagement with school. A total of 986 students, who attended elementary and middle school, participated in this study. This study contributed to the research on school engagement and retention, adding empirical evidence to this subject, and suggesting that retaining students may contribute to the decrease of engagement with school throughout the academic journey. These results may have implications for educational policies and psychological practice, especially highlighting the belief that in school no child should be left behind.

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参与学校和保留

摘要：学生对学校的参与是教育界、研究人员和政策制定者关注的问题。它被概念化为一个多维结构，受几个个人和背景因素的制约，即个人、家庭、社会和学术变量。关于学业变量，留校是一个有争议的选择，它影响了学生参与学校的方式。许多研究考察了留级对学校表现的影响。保留对学生学校参与的影响，特别是在认知和心理领域，关注较少。本研究的目的是描述4、6和9年级学生的学校参与的认知和心理维度，并分析保留对学校参与的影响。共有986名中小学生参加了这项研究。这项研究有助于对学校参与度和保留率的研究，为这一主题增加了经验证据，并表明保留学生可能会导致整个学术过程中对学校的参与度下降。这些结果可能会对教育政策和心理实践产生影响，尤其是强调在学校里不应该让任何孩子掉队的信念。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal of School and Educational Psychology Social Sciences-Education

CiteScore

4.00

自引率

0.00%

发文量

期刊介绍： The International Journal of School & Educational Psychology (IJSEP) is the official journal of The International School Psychology Association (ISPA) and is a broad-based, interdisciplinary journal addressing issues of professional importance to the success of children, youth, and families in academics and in life. IJSEP seeks to bridge the gap in psychological and evidence-based practices in schools, and senior practitioners alike are invited to contribute papers to the journal. The Editor-in-Chief, Editors, and Editorial Board are made up of prominent scientists, scholars, and senior practitioners from around the world, and include eminent international and multidisciplinary reviewers who make recommendations about what articles should be published. The journal is unique in that it attempts to include the views of different individuals, and also seek to assist new researchers and practitioners in developing their scholarship. IJSEP follows a rigorous and double-blind anonymous peer review process and requires authors to meet all stylistic and ethical guidelines put forth in the most recent APA Publication Manual. The journal accepts empirical papers using quantitative, qualitative, and mixed-method methodologies that contribute to the knowledge base of any critical, international school or educational issues. Emphasizing the publication of outstanding research articles, IJSEP also considers literature reviews, methodological or theoretical statements related to teaching, learning, schooling, cross-cultural psychology, school psychological services, applied educational psychology, educational research, assessment, new models of instruction, and other school-related areas. While we realize that most learning takes place between ages 0 and 21, IJSEP also focuses on adult learning, special education services with individuals of all ages, and learning and schooling across the life-span.