{"title":"Engagement with school and retention","authors":"D. Gandra, J. Cruz","doi":"10.1080/21683603.2020.1837697","DOIUrl":null,"url":null,"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.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":"9 1","pages":"225 - 235"},"PeriodicalIF":1.8000,"publicationDate":"2020-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2020.1837697","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of School and Educational Psychology","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/21683603.2020.1837697","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
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.
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.
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