Author : Adva Hayam-Jonas
Publisher :
Page : 382 pages
File Size : 20,38 MB
Release : 2016
Category : Engagement (Philosophy)
ISBN :
Book Description
Previous studies consistently demonstrate a positive relationship between different and separate student engagement domains (behavioural, emotional, and cognitive) and academic achievement. However, research examining the simultaneous causal effect of all three student engagement domains on academic achievement is sparse. Investigating the simultaneous impact of all three domains on academic achievement may provide a more complete and natural insight into the role of student engagement within the learning process, since these domains act together in real life. The primary objective of this study was to identify the relationship between three domains of student engagement and academic achievement, controlled for selected potential confounders such as teacher support, peer support, school environment, and student demographic characteristics. The design of the second and main study, which examined the relationship between engagement and achievement, and whether the relationship suggests causal effect, included two points of data collection over one academic year (before and after), from student self-report questionnaires and students' achievement from the school database. The sample comprised three urban secondary schools (1,617 students from Year 7 to Year 9). Contradictory to findings in the literature, the findings suggest that student engagement is positively associated with academic achievement, but they did not support evidence for causal effects. Those findings remained regardless of whether or not selected potential confounders such as teacher support, peer support, school environment, and background variables of the student were considered. In addition, although school environment and gender had a small impact on the relationship between engagement and achievement, they are unlikely to be considered confounders of the association. The findings of the current study, which are contradictory to the literature, are discussed and several content and methodological explanations are offered. Implications of the findings for policy makers, school principals and teachers, and for future research are also discussed.