Zaangażowanie w aktywności szkolne a funkcjonowanie w roli ucznia – wyniki badań przeprowadzonych na grupie młodzieży gimnazjalnej

Main Article Content

Katarzyna Tomaszek

Abstrakt

Student school engagement is a multi-dimensional meta-construct describing identification and sense of belonging with school environment, an acceptance of the goals of schooling and students’ mental investment of physical and psychical energy into academic work and school life. The study aims to investigate the main predictors of student school engagement in the area of pupils’ school functioning. The participants were 291 secondary school children aged between 12 and 15 years. A stepwise multiple regression analysis indicated that the most important predictors of student school engagement are the time spent learning, subjective declaration about school performance, school type (private Catholic school), and quality of family and peer relations. Those variables explain 20% of the variance in the Global Student School Engagement level.

Downloads

Download data is not yet available.

Article Details

Jak cytować
Tomaszek, K. (2020). Zaangażowanie w aktywności szkolne a funkcjonowanie w roli ucznia – wyniki badań przeprowadzonych na grupie młodzieży gimnazjalnej . Studia Edukacyjne, (59), 173-200. https://doi.org/10.14746/se.2020.59.12
Dział
Studia i rozprawy

Bibliografia

  1. Akey T.M., School Context, Student Attitudes and Behavior, and Academic Achievement: An Exploratory Analysis, MDRC, New York 2006.
  2. Altonji J.G., Elder T.E., Taber Ch.R., Selection on Observed and Unobserved Variables: Assessing the Effectiveness of Catholic Schools, Journal of Political Economy, 2005, 113, 1.
  3. Amir R., Saleha A., Mohd Jelas Z., Ahmad A.R., Hutkemri, Students’ Engagement by Age and Gender: A Cross-Sectional Study in Malaysia, Middle-East Journal of Scientific Research, 2014, 21(10).
  4. Ang R.P., Huan V.S., Teng Chan W., Cheong S.A., Leaw J.N., The role of delinquency, proactive aggression, psychopathy and behavioral school engagement in reported youth gang membership, Journal of Adolescence, 2015, 41.
  5. Archambault I., Janosz M., Fallu J.S., Pagani L.S., Student engagement and its relationship with early high school dropout, Journal of Adolescence, 2009, 32.
  6. Awang-Hashim R., Kaur A., Noman M., The interplay of socio-psychological factors on school engagement among early adolescents, Journal of Adolescence, 2015, 45.
  7. Bartkowiak G., Człowiek w pracy. Od stresu do sukcesu w organizacji, Polskie Wydawnictwo Ekonomiczne, Warszawa 2005.
  8. Brzezińska A., Appelt K., Ziółkowska B., Psychologia rozwoju człowieka, Gdańskie Wydawnictwo Psychologiczne, Sopot 2016.
  9. Buckley S., Gender and sex differences in student participation, achievement and engagement in mathematics, Australian Council for Educational Research (ACER), 2016, 4.
  10. Bugler M., Mc Geown S., St Clair-Thompson H., An investigation of gender and age differences in academic motivation and classroom behaviour in adolescents, An International Journal of Experimental Educational Psychology, 2016, 36.
  11. Burns J., Collin P., Blanchard M., De-Freitas N., Lloyd S., Preventing Youth Disengagement and Promoting Engagement, Australian Research Alliance for Children & Youth, 2008.
  12. Card D., Dooley M.D., Payne A.A., School competition and efficiency with publicly funded Catholic schools, American Economic Journal: Applied Economics, 2010, 2(4).
  13. Chomczyńska-Rubacha M., Rubacha K., Przestrzeń aksjologiczna szkoły I. Konstrukt teoretyczny, Przegląd Badań Edukacyjnych, 2016, 23(2).
  14. Corso M.J., Bundick M.J., Quaglia R.J., Haywood D.E., Where Student, Teacher, and Content Meet: Student Engagement in the Secondary School Classroom, American Secondary Education, 2013, 41(3).
  15. Dolata R., Szkoła – segregacje – nierówności, Wydawnictwo UW, Warszawa 2008.
  16. Dolzan M., Sartori R., Charkhabi M., De Paola F., The effect of School Engagement on Health Risk Behaviours among High School Students: Testing the Mediating Role of Self Efficacy. Procedia – Social and Behavioral Sciences, 2015, 205.
  17. Eccles J., Subjective Task Value and the Eccles et al. Model of Achievement-Related Choices, [w:] Handbook of Competence and Motivation, red. A.J. Elliot, C.S. Dweck, The Guilford Press, New York – London 2007.
  18. Eccles J.S., Schools, academic motivation, and stage-environment fit, [w:] Handbook of adolescent psychology, red. R.M. Lerner, L. Steinberg, Wiley, Hoboken, NJ 2004.
  19. Eccles J.S., Midgley C., Wigfield A., Buchanan C.M., Reuman D., Flanagan C., MacIver D., Development during adolescence: The impact of stage– environment fit on adolescents’ experiences in schools and families, American Psychologist, 1993, 48.
  20. Elder T., Jepsen Ch., Are catholic primary schools more effective than public primary schools? Journal of Urban Economics, 2014, 80(1).
  21. Fernández-Zabala A., Gõni E., Camino I., Zulaika L.M., Family and school context in school engagement, European Journal of Education and Psychology, 2016, 9.
  22. Fredricks J., McColskey W., Meli J., Mordica J., Mooney K., Measuring student engagement in upper elementary through high school: a description of 21 instruments, Institute of Education Science, ISSUES and ANSWERS, REL 2011–No. 098, Greensboro 2011.
  23. Fronczyk K., Rola dojrzewania biologicznego oraz czynników psychospołecznych w kształtowaniu się chronotypu, Liberi, Warszawa 2012.
  24. Fusco J.S., Exploring Values in Catholic Schools, Journal of Catholic Education, 2005, 9(1). http://digitalcommons.lmu.edu/ce/vol9/iss1/10
  25. Hamre B.K., Hatfield B.E., Pianta R.C., Jamil F., Evidence for general and domain specific elements of teacher-child interactions: Associations witch preschool children’s development, Child Development, 2014, 85.
  26. Havermans N., Botterman S., Matthijs K., Family resources as mediators in the relation between divorce and children’s school engagement, The Social Science Journal, 2014, 51.
  27. Hazel C.E., Vazirabadi G.E., Gallagher J., Measuring aspirations belonging, and productivity in secondary students: Validation of the Student School Engagement Measure, Psychology in the Schools, 2013, 0.
  28. Hazel C.E., Vazirabadi G., Albanes J., Gallagher J., Evidence of Convergent and Discriminant Validity of the Student School Engagement Measure, Psychological Assessment, 2014, 26, 3.
  29. Henning M.A., Krägeloh Thompson A., Sisley R., Doherty I., Hawken S.J., Religious Affiliation, Quality of Life and Academic Performance: New Zealand Medical Students, Journal of Religion and Health, 2015, 54(1).
  30. Hill N.E., Tyson D.F., Parental Involvement in Middle School: A Meta-Analytic Assessment of the Strategies That Promote Achievement, Developmental Psychology, 2009, 45, 3.
  31. Hoffer T., Greeley A.M., Coleman J.S., Achievement Growth in Public and Catholic Schools, Sociology of Education, 1985, 58, 2.
  32. Hu S., Kuh G.D., Being (dis)engaged in educationally purposeful activities: The influences of student and institutional characteristics, Research in Higher Education, 2002, 43.
  33. Jelas Z.M., Salleh A., Mahmud I., Azman N., Hamzah H., Abd Hamid Z., Jani R., Hamzah R., Gender Disparity in School Participation and Achievement: The Case in Malaysi, Procedia – Social and Behavioral Sciences, 2014, 140.
  34. Jensen B., Arauz R.M., Zepeda R.A., Equitable teaching for returnee children in Mexico, Sinèctica revista electrónica de education, 2017, 48.
  35. Kaleńska-Rodzaj J., Motywacja do nauki gry na instrumencie muzycznym w świetle modelu Jachuelynne S. Eccles, Annales Universitatis Paedagogicae Cracoviensis, Studia Psychologica, 2014, VII(159).
  36. Kessels U., Hannover B., How the image of math and science affects the development of academic interests, [w:] Studies on the educational quality of schools. The final report on the DFG Priority Programme, red. M. Prenzel, Waxmann, Münster 2007.
  37. Kessels U., Hannover B., When being a girl mattersless. Accessibility of gender-related self-knowledge in single-sex and coeducational classes, British Journal of Educational Psychology, 2008, 78(2).
  38. Kessels U., Heyder A., Latsch M., Hannover B., How gender differences in academic engagement relate to students’ gender identity, Educational Research, 2014, 56(2).
  39. Kinzie J., Gonyea R., Kuh G.D., Umbach P., Blaich C., Korkmaz A., The Relationship between Gender and Student Engagement in College, Paper presented at the Annual Conference of the Association for the Study of Higher Education, Louisville, KY 2007,.
  40. Macey W.H., Schneider B., The meaning of employee engagement, Industrial and Organizational Psychology, 2008, 1.
  41. Marks H.M., Student engagement in instructional activity: patterns in elementary, middle and high school years, American Educational Research Journal, 2000, 37.
  42. Martin A., High School Motivation and Engagement: Gender and Age Effects, ERIC – Reports –Research, 2012, https://eric.ed.gov [data pobrania: 20.10.2017].
  43. Martin A.J., Papworth B., Ginns P., Malmberg L., Collie R.J., Calvo R.A., Real-time motivation and engagement during a month at school: Every moment of every day for every student matter, Learning and Individual Differences, 2015, 38.
  44. McCarthy M.M., Kuh G.D., Are students ready for college? What student engagement data say, Phi Delta Kappan, 2006, 87.
  45. Ouweneel E., BUILDING TOWARDS ENGAGEMENT: An individual perspective, Foundation Institute GAK, Oostburg 2011.
  46. Parker P.D., Salmela-Aro K., Developmental processes in school burnout: A comparison of major developmental models, Learning and Individual Diofferences, 2011, 21(2).
  47. Perie M., Vanneman A., Goldstein A., Student Achievement in Private Schools: Results From NAEP 2000–2005 (NCES 2006-459), U.S. Department of Education, National Center for Education Statistics, Government Printing Office, Washington D.C., U.S. 2006.
  48. Reeve J., Tseng Ch.M., Agency as a fourth aspect of students’ engagement during learning activities, Contemporary Educational Psychology, 2011, 36.
  49. Regnerus M.D., Shaping Schooling Success: Religious Socialization and Educational, Journal for the scientific study of religion, 2000, 39, 3.
  50. Salmela-Aro K., Kiuru M. Leskinen, E., Nurmi J.E., School Burnout Inventory, European Journal of Psychological Assesment, 2009, 25(1).
  51. Salmela-Aro K., Upadyaya K., School burnout and engagement in the context of demands–resources model, British Journal of Educational Psychology, 2014, 84.
  52. Sandilos L.E., Shervey S.W., DiPerna J.C., Lei P., Cheng W., Structural Validity of CLASS K–3
  53. in Primary Grades: Testing Alternative Models, School Psychology Quarterly, 2016, 12.
  54. Schaufeli W.B., Martínez I.M., Pinto A.M., Salanova M., Bakker A.B., Burnout and engagement in university students: A cross-national study, Journal of Cross-Cultural Psychology, 2002, 33.
  55. Sirin S.R., Socioeconomic status and academic achievement: A meta-analytic review of research.Review of Educational Research, 2005, 75 (3).
  56. Skinner E.A., Belmont M.J., Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year, Journal of Educational Psychology, 1993, 85(4).
  57. Skinner E., Marchand G., Furrer C., Kindermann T., Engagement and disaffection in the classroom: Part of a larger motivational dynamic? Journal of Educational Psychology, 2008, 100(4).
  58. Springer A., Parcel G., Baumler E., Ross M., Supportive social relationships and adolescent health risk behavior among secondary school students in El Salvador, Social Science & Medicine, 2006, 2(7).
  59. Symonds J., Schoon I., Salmela-Aro K., Developmental trajectories of emotional disengagement from schoolwork and their longitudinal associations in England, British Educational Research Journal, 2016, 42, 6.
  60. Tomaszek K., Wypalenie szkolne – nowe wyzwanie dla nauczycieli, [w:] Nauczyciel: między etosem a presją rzeczywistości. Teoria, praktyka, codzienność, red. S. Kowal, Wydawnictwo Uniwersytetu Pedagogicznego, Kraków 2015.
  61. Tomaszek K., Socjo-psychologiczne uwarunkowania utraty zaangażowania w aktywność szkolną. Rocznik Komisji Nauk Pedagogicznych. 2016, LXIX.
  62. Tomaszek K., Wielowymiarowość zaangażowania uczniów w aktywności szkolne, Psychologia Rozwojowa, 2017, 22, 1.
  63. Tomaszek K., Pomiar zaangażowania uczniów w aktywności szkolne – wyniki badań pilotażowych nad polską adaptacją skali SSEM, Polskie Forum Psychologiczne, 2020, 1.
  64. Trempała J., Psychologia rozwoju człowieka. Podręcznik akademicki, Wydawnictwo Naukowe PWN, Warszawa 2012.
  65. Tucholska S., Wypalenie zawodowe u nauczycieli. Psychologiczna analiza zjawiska i jego osobowościowych uwarunkowań, Wydawnictwo KUL, Lublin 2009.
  66. Tucholska S., Zaangażowanie szkolne uczniów i jego korelaty, [w:] Dalej w tę samą stronę, red. I. Ulfik-Jaworska, A. Gała, Wydawnictwo KUL, Lublin 2012.
  67. Veiga F.H., Reeve J., Wentzel K., Robu V., Assessing students’ engagement: A review of instruments with psychometric qualities, International Perspectives of Psychology and Education, 2014.
  68. Wang M.T., Eccles J.S., Adolescent Behavioral, Emotional, and Cognitive Engagement Trajectories in School and Their Differential Relations to Educational Success, Journal of Research on Adolescence, 2011, 22(1).
  69. Wylie C., Hodgen E., Trajectories and patterns of student engagement: Evidence from a longitudinal study, [w:] Handbook of Research on Student Engagement, red. S.L. Christenson, A.L. Reschly, C. Wylie, Springer, London 2012.