A school-based intervention on elementary students’ school engagement

IF 3.9 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL Contemporary Educational Psychology Pub Date : 2023-04-01 DOI:10.1016/j.cedpsych.2023.102148

R. Azevedo , P. Rosário , J.C. Núñez , G. Vallejo , S. Fuentes , P. Magalhães

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引用次数: 7

Abstract

Prior research has reported signs of low engagement in the early stages of schooling. The present study assessed the effectiveness of a school-based intervention that promotes cognitive, emotional, and behavioral engagement in elementary school children through a story tool. The study followed a cluster-randomized design with 259 fourth graders nested in 12 classes; the classes, not the individuals, were randomly assigned to an intervention or control group. Both groups were assessed in four waves in two measures for each engagement dimension. Data were analyzed with a multilevel approach. Findings show that the intervention enhanced students’ cognitive, emotional, and behavioral engagement. Still, there is a delay before the intervention program exhibits a beneficial effect.

Moreover, gender discrepancies were found. Before the intervention, girls showed higher cognitive and emotional engagement, but boys exhibited higher emotional engagement after the intervention. In addition, current results indicate that the program benefited the boys more than the girls. Finally, there was no evidence that the engagement outcomes differed depending on the parent’s educational level. Findings provide valuable information for future research and educational practice.

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基于学校的小学生学校参与干预

先前的研究报告了在学校教育的早期阶段低参与度的迹象。本研究评估了通过故事工具促进小学生认知、情感和行为参与的学校干预的有效性。该研究采用集群随机设计，259名四年级学生被安排在12个班级;这些班级，而不是个人，被随机分配到干预组或对照组。这两组人在每个参与维度的两个测量中分为四波进行评估。数据分析采用多层次方法。研究结果表明，干预提高了学生的认知、情感和行为投入。然而，在干预计划显示出有益效果之前，还有一段时间。此外，还发现了性别差异。干预前女生表现出较高的认知投入和情感投入，干预后男生表现出较高的情感投入。此外，目前的结果表明，该计划使男孩比女孩受益更多。最后，没有证据表明参与的结果会因父母的教育水平而有所不同。研究结果为今后的研究和教育实践提供了有价值的信息。

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

Contemporary Educational Psychology PSYCHOLOGY, EDUCATIONAL-

CiteScore

16.50

自引率

3.90%

发文量

期刊介绍： Contemporary Educational Psychology is a scholarly journal that publishes empirical research from various parts of the world. The research aims to substantially advance, extend, or re-envision the ongoing discourse in educational psychology research and practice. To be considered for publication, manuscripts must be well-grounded in a comprehensive theoretical and empirical framework. This framework should raise critical and timely questions that educational psychology currently faces. Additionally, the questions asked should be closely related to the chosen methodological approach, and the authors should provide actionable implications for education research and practice. The journal seeks to publish manuscripts that offer cutting-edge theoretical and methodological perspectives on critical and timely education questions. The journal is abstracted and indexed in various databases, including Contents Pages in Education, Australian Educational Index, Current Contents, EBSCOhost, Education Index, ERA, PsycINFO, Sociology of Education Abstracts, PubMed/Medline, BIOSIS Previews, and others.