Predictors of child student engagement in elementary school: A mixed-methods study exploring the role of externalising problems

IF 2.8 4区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Infant and Child Development Pub Date : 2023-07-17 DOI:10.1002/icd.2449

Ana Raquel Ribeiro, Ana Isabel Pereira, Marta Pedro, Magda Sofia Roberto

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引用次数: 0

Abstract

Student engagement promotes school learning and adaptation and can be a protective factor for children who are vulnerable to school failure. A longitudinal mixed-methods study was conducted to identify individual, family and school predictors of children's school engagement as well as to explore the facilitators of and obstacles to student engagement at school amongst children with externalising problems. The sample consisted of 369 elementary school children (53.7% girls) and their parents as well as 35 teachers. Participants completed several measures to evaluate emotional and behavioural engagement at school, externalising behaviours, parental emotional support, parental involvement with the school and student–teacher relationships. Semi structured interviews were conducted with a subsample of 17 parents of children with high levels of externalising problems. Problems with externalising behaviours and student–teacher relationships were significant predictors of school engagement. Parents’ reports showed that family support, positive student–teacher relationships, and positive relationships with peers are the main facilitators of school engagement in children with high levels of externalising problems. Our study highlights the role played by externalising problems in school engagement. Limitations of the study and implications for prevention research and practice are discussed.

Highlights

This study aimed to analyse individual, family and school predictors of children's school engagement and to explore the facilitators of and obstacles to school engagement in a subsample of children with high levels of externalising problems.
A mixed method design consisting of a longitudinal quantitative and cross-sectional qualitative approach was used.
The quantitative results show that problems with externalising behaviours and student–teacher relationships were significant predictors of school engagement.
The qualitative results show that family support, positive student–teacher relationships and positive relationships with peers are the main facilitators of school engagement in children with high levels of externalising problems

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小学生参与度的预测因素：探索外在化问题作用的混合方法研究

学生的参与促进了学校的学习和适应，可以成为易受学业失败影响的儿童的保护因素。进行了一项纵向混合方法研究，以确定儿童学校参与的个人、家庭和学校预测因素，并探讨有外在问题的儿童在学校参与的促进因素和障碍。样本包括369名小学生（53.7%为女孩）及其父母以及35名教师。参与者完成了几项评估学校情感和行为参与、外在行为、父母情感支持、父母对学校的参与以及师生关系的措施。对17名有高度外在化问题的孩子的父母进行了半结构化访谈。外在行为和师生关系问题是学校参与度的重要预测因素。家长报告显示，家庭支持、积极的师生关系以及与同龄人的积极关系是有高度外在问题的儿童参与学校活动的主要促进因素。我们的研究强调了外在化问题在学校参与中所起的作用。讨论了该研究的局限性以及对预防研究和实践的启示。亮点本研究旨在分析儿童学校参与的个人、家庭和学校预测因素，并在具有高度外部化问题的儿童的子样本中探索学校参与的促进因素和障碍。采用由纵向定量和横断面定性方法组成的混合方法设计。定量结果表明，外在行为和师生关系问题是学校参与度的重要预测因素。定性结果表明，家庭支持、积极的师生关系和与同龄人的积极关系是有高度外部化问题的儿童参与学校活动的主要促进因素

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来源期刊

Infant and Child Development PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

2.90

自引率

9.10%

发文量

期刊介绍： Infant and Child Development publishes high quality empirical, theoretical and methodological papers addressing psychological development from the antenatal period through to adolescence. The journal brings together research on: - social and emotional development - perceptual and motor development - cognitive development - language development atypical development (including conduct problems, anxiety and depressive conditions, language impairments, autistic spectrum disorders, and attention-deficit/hyperactivity disorders)