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1.
Research studies have shown that educational programmes such as camps and field trips can develop affective and social relationships through personal exposure to outdoor experiences among students. This study will illustrate the outcome of a social emotional learning camp organized for 93 Secondary Two students (mean age 14.1) in Singapore. Both quantitative and qualitative methods were carried out during camp to assess students’ social emotional competencies (SECs) such as their self-awareness, social awareness, self-management and relationship management and responsible decision-making. Students were found to have improved in all SECs from the pre–post test questionnaire. From their camp activities and their reflections, students were found to have greater self-awareness, relationship management and self-management skills. However, teachers’ observations showed that students scored lowest in relationship management skills. Students’ self-awareness, social awareness, self-management and relationship management were found to be predictive of responsible decision-making, with 71% of the variance explained. The implications of the findings will be discussed to assist schools in enhancing students’ SECs.  相似文献   

2.
What keeps students interested and engaged in school? Unfortunately, in today’s climate of increased rigor in classrooms, we are simultaneously losing sight of the need to provide students with an education that is both challenging and stimulating. In this paper, we discuss youth disengagement and offer suggestions to improve our overall knowledge of academic engagement issues. We discuss the historical concept of engagement, more specifically, its shift from a uni-dimensional to multidimensional concept, and suggest that research concentrate on better understanding the interplay among setting and identity when examining issues of youth engagement in schools. Fundamentally, we strongly assert that engagement research needs to adopt a more critical stance that provides students with opportunities to examine and to critique the educational system in which they participate (or sometimes refuse to participate). Only when students see the purpose of engaging in schools, as students and agents of change, will engagement and students’ academics and lives improve.  相似文献   

3.
Peer‐mediated interventions (PMIs) have been shown to be effective for increasing adaptive social and academic behaviours of children and youth. Although PMI efficacy is generally well supported, there have been relatively few published intervention studies that focus on elementary, middle and high school students with emotional and behavioural disorders (EBD). The present review examines selected empirical literature in order to identify characteristics and relative efficacy of PMI. Findings of 12 peer‐reviewed journal papers including research designs and outcomes were examined. Results provide support for the efficacy of PMI for improving behavioural and social skills of students with EBD. Recommendations include further research on PMI for high school students and longitudinal research of PMI.  相似文献   

4.
This article reports a study that investigated student engagement and inhibitors of their engagement with developing employability skills via extra-curricular activities in Vietnamese universities. Content analysis of 18 interviews with students and statistical analysis of 423 students’ responses to a paper-based survey showed that despite a variety of extra-curricular activities being frequently organised, students engaged in these activities just above a moderate level. The analysis revealed that students with different motivations as well as students from different university types, disciplines, and university years engaged differently with developing employability skills via this channel. Five inhibitors of their engagement were identified, including students’ working part-time, a lack of information about extra-curricular activities, students’ beliefs about participating bringing no benefits, competition with curriculum-based activities, and unprofessional organisation of these activities. The article discusses ways to improve student engagement with developing employability skills via extra-curricular activities.  相似文献   

5.
Drawing on the self‐system model, this study conceptualized school engagement as a multidimensional construct, including behavioral, emotional, and cognitive engagement, and examined whether changes in the three types of school engagement related to changes in problem behaviors from 7th through 11th grades (approximately ages 12–17). In addition, a transactional model of reciprocal relations between school engagement and problem behaviors was tested to predict school dropout. Data were collected on 1,272 youth from an ethnically and economically diverse county (58% African American, 36% European American; 51% females). Results indicated that adolescents who had declines in behavioral and emotional engagement with school tended to have increased delinquency and substance use over time. There were bidirectional associations between behavioral and emotional engagement in school and youth problem behaviors over time. Finally, lower behavioral and emotional engagement and greater problem behaviors predicted greater likelihood of dropping out of school.  相似文献   

6.
Collective teacher efficacy (CTE) beliefs serve to encourage certain behaviours and constrain others. Bandura (Educ Psychol 28(2):117–148, 1993) was the first to generate interest in this area by demonstrating that the effect of perceived CTE on student achievement was stronger than the link between socio-economic status and student achievement. The purpose of this study was to gain a better understanding of the productive patterns of behaviour and other consequences resulting from educators’ shared sense of efficacy. Studies showed that CTE was associated with a number of productive behaviours including implementation of school improvement strategies, increased teacher leadership, communication of high expectations, and a strong focus on academic pursuits. In addition, CTE was associated with other positive factors including greater job satisfaction, commitment to students and the teaching profession, and positive attitudes toward teaching students with special education needs and professional development. Collective efficacy was negatively related to performance goal orientations and positively related to students’ emotional engagement. Finally, there were a number of studies that established the relationship between CTE and individual teacher efficacy. It is important to acknowledge that the relationship between CTE and other variables included in the studies contained within this review are most likely bidirectional. Policy makers, system and school leaders, and staff developers’ efforts toward successful education reforms might be better served by strategically and intentionally considering how to foster collective efficacy throughout the conceptualization, design, delivery, and assessment of change initiatives. Suggestions for future research and limitations including potential measurement problems of included studies are shared.  相似文献   

7.
In this investigation of high school students (N = 2510) in Singapore (Study 1) and elementary school students (N = 119) in Australia (Study 2), we examined the role of instrumental and emotional forms of teacher support in students' academic buoyancy and academic outcomes (engagement and academic skills). In both studies, perceived instrumental support (but not perceived emotional support) was positively associated with academic buoyancy (moderate effect size in Study 1, large effect in Study 2). In Study 1, academic buoyancy was positively associated with students' academic engagement (specifically, effort and persistence [large effect], perceived importance of school [moderate effect], and feelings of school belonging [moderate effect]). In Study 2 academic buoyancy was positively associated with gains in students' academic skills and engagement (specifically, class participation [large effect] and future aspirations [large effect]). In both studies, there was tentative support for a mediating role of academic buoyancy linking students' perceived teacher support to academic outcomes.  相似文献   

8.
This study investigates possible relationships among motivational and learning variables (interest, self‐efficacy and self‐regulation) and three types of student engagement (behavioural engagement, emotional engagement and cognitive engagement) in a distance education setting. Participants were 203 students enrolled in online classes in the fall semester of 2008 in the Schools of Gerontology and Engineering at a large research university in the south‐western USA, who completed an online survey assessing their levels of situational interest, computer self‐efficacy, self‐regulation and engagement in distance education. Situational interest and self‐regulation were found to be significantly correlated with three types of engagement (behavioural, emotional and cognitive), while computer self‐efficacy did not appear to be associated with any of those engagement variables. Results suggested that online activities and tools such as multimedia and discussion boards may increase emotional engagement in online learning, although they do not necessarily increase behavioural or cognitive engagement, that educators should identify students who are taking online courses for the first time and provide necessary technical help to increase their emotional engagement, and that it is important for educators to offer students strategies for increasing their self‐regulation in distance education environments.  相似文献   

9.
Out-of-school-time programs for youth that are focused on STEM content are often seen as affording opportunities to increase youth engagement, interest, and knowledge in STEM domains, yet we know relatively little about how youth actually experience such programs. In this article, we explore how experiences and activities employed in the delivery of summer STEM programs are associated with youth engagement during programming, and whether youth characteristics moderate these relationships. Data were collected from 203 youth (ages 10–16) in nine summer programs using multiple methods including video, experience sampling, and surveys. Through the use of cross-classified, multi-level models, we found that youth reported higher engagement in program activities they perceived to be more challenging and relevant, and in activities, they perceived to have more affordances for learning or developing skills. Gender moderated these relationships such that the positive relationships observed among males were muted or nonexistent for girls. We further identify that program activities are differently associated with fostering challenge, relevance, and learning. Findings have implications for out-of-school STEM programming for youth.  相似文献   

10.
There is a strong focus on the importance of student engagement in higher education, with increasing attention on how students can participate in their university’s decision-making processes. Yet, although the concept appears to be almost universally accepted, it is rarely problematised. This has led some commentators to conclude that student engagement lacks theoretical clarity. Consequently, an increasing number of authors have sought to address this. This paper adds to those efforts by proposing a model for student engagement that recognises the importance of institutional action in facilitating different types of participation. These are aligned with expectations for student activity, but the key message is that the university shapes its students’ engagement. This reinforces arguments that engagement needs to be cognisant of the power dynamics of higher education. In line with this, the paper borrows from debates around public participation to enhance understanding of student engagement in institutional governance.  相似文献   

11.
Abstract

This study adopted a single-group pretest-posttest design to explore the changes in 2,876 undergraduate students in positive youth development, psychological well-being and desired graduate attributes after they took a leadership subject utilising the positive youth development approach at one university in Hong Kong. The subject aims to promote undergraduates’ leadership qualities, particularly their intra- and inter-personal competencies. Participants completed the same objective outcome evaluation forms before and after taking the subject. We found that the participants showed significant positive changes in most positive youth development attributes (i.e. self-determination, cognitive competence, behavioural competence, social competence, emotional competence, self-efficacy, spirituality, and clear and positive identity), life satisfaction and desired graduate attributes (including problem-solving ability, critical thinking, life-long learning and ethical leadership). The findings demonstrate that leadership subjects can promote the positive youth development of Chinese university students and enhance their psychosocial well-being and desired graduate attributes.  相似文献   

12.
The goals of teacher education must evolve beyond the teaching of strategies and methods toward a process for beginning teachers' critical interrogation of their social locations and the ways they engage with the realities of teaching and learning. One way that this is accomplished is by incorporating opportunities for community engagement beyond classroom walls in ways that employ teaching practicum experiences in K–12 classrooms. This article describes one teacher educator's experiences preparing secondary English and literacy preservice teachers enrolled in a Teaching Writing Course where students participate in the coordination and facilitation of a community writing event for local middle and high school students. Preservice teachers witnessed writing instruction and youth writing practices that thrived in an educational partnership among multiple stakeholders, including students, parents, teachers, administrators, university professors, and community youth liaisons. Then I share examples of students' reflections post-Writing Our Lives experiences to demonstrate their emerging understanding of the role of community engagement in their development of teacher identities.  相似文献   

13.
This paper outlines a means of improving the employability skills of first-year university students through a closely integrated model of employer engagement within computer science modules. The outlined approach illustrates how employability skills, including communication, teamwork and time management skills, can be contextualised in a manner that directly relates to student learning but can still be linked forward into employment. The paper tests the premise that developing employability skills early within the curriculum will result in improved student engagement and learning within later modules. The paper concludes that embedding employer participation within first-year models can help relate a distant notion of employability into something of more immediate relevance in terms of how students can best approach learning. Further, by enhancing employability skills early within the curriculum, it becomes possible to improve academic attainment within later modules.  相似文献   

14.
Despite the fact that both workplace and training environments can be inherently demanding, these environments sometimes manage to elicit a level of engagement and enthusiasm that is surprising. The Job Demands-Resources (JD-R) model has been used extensively within the workplace to predict both engagement and burnout. It suggests that high demands lead to burnout, but that appropriately targeted resources mitigate the impact of these demands, and increase engagement. In order to test this model within the university context a survey was developed to assess participants of a short academic skills training programme. The survey measured students’ perception of demands, resources, engagement and burnout immediately following the programme. Evidence suggests that resources were positively related to engagement, and that demands had a positive relationship with exhaustion, but not the other components of burnout. The relationship between the actual demands of the training and exhaustion was mediated by the individual’s emotional or stress related experience of that demand. This research suggests that the JD-R model has value in predicting both engagement and exhaustion for participants in short training programmes.  相似文献   

15.
Parental involvement in education remains important for facilitating positive youth development. This study conceptualized parental involvement as a multidimensional construct—including school‐based involvement, home‐based involvement, and academic socialization—and examined the effects of different types of parental involvement in 10th grade on student achievement and depression in 11th grade (approximately ages 15–17 years). In addition, this study tested whether parental involvement influenced adolescent outcomes by increasing their academic engagement in school. A total of 1,056 adolescents participated in the study (51% males; 53% European American, 40% African American, and 7% other). Parental involvement was found to improve academic and emotional functioning among adolescents. In addition, parental involvement predicted adolescent academic success and mental health both directly and indirectly through behavioral and emotional engagement.  相似文献   

16.
The study examined the relationships among students’ perceptions of the learning environment, prior academic achievement, engagement, and learning outcomes (cumulative university GPA, generic skills development, and learning satisfaction) with a sample of 2,616 seniors from a full-time research-oriented university in Mainland China. The results supported a model which showed that students’ perceptions of the learning environment and prior academic achievement had direct effects on learning outcomes, and indirect effects via their engagement. The effects, however, varied depending on the type of the outcome in question: (1) Student engagement mediated the relationship between course experience and generic skills development, (2) cocurricular experience positively predicted learning satisfaction, (3) first semester GPA positively predicted cumulative university GPA, and (4) National College Entrance Examination scores did not correlate with any other factor. A major proportion of the variance in the three types of learning outcomes was accounted for by the model, showing its effectiveness in predicting university students’ learning. Implications for improving undergraduate education in China are provided.  相似文献   

17.
Viewing student engagement as a multidimensional construct, this study explored the motivation and engagement of undergraduate students in China. A sample of 1131 students from 10 full-time universities in Beijing participated in a survey. The results showed that the Motivation and Engagement Scale for university/college students is a promising and valid instrument for assessing student engagement in Chinese universities. Chinese undergraduates simultaneously performed well in both adaptive and maladaptive motivation and engagement, indicating some influence from the cultural context of China. Four categories of learners were generated according to their motivation and engagement characteristics. Some consistent patterns of individual differences related to gender, grade level, discipline and institution type were revealed. The results have implications for enhancing student engagement.  相似文献   

18.
This research draws on the self-system model of motivational development to explain how the use of business simulation games in class facilitates students’ engagement and enhances their learning. Based on a survey of 360 undergraduate students who played a business simulation game in a marketing course, the findings show that students’ perceptions of competence, autonomy, relatedness and self-efficacy have a positive impact on their cognitive, emotional and behavioural engagement. In addition, cognitive and emotional engagement have a positive influence on skills development and perceived learning.  相似文献   

19.
Trauma-informed sex education is sensitive to students’ traumatic life experiences. Internet panel data for 600 Louisiana parents/caregivers of school-age youth were used to examine parental support for trauma-informed school-based sex education, and parental characteristics associated with supporting trauma-informed sex education. Nearly three-quarters (71%) of parents agreed that youth are exposed to high levels of trauma, and 86% reported interest in school-based sex education that supports emotional wellness. Of all parental characteristics, the perception that youth are exposed to high levels of trauma was most strongly associated with endorsement of trauma-informed sex education. Louisiana parents recognize the influence of emotional wellness on youth sexual health and support trauma-informed school-based sex education, which is becoming the new standard for youth sex education services.  相似文献   

20.
An important goal for educators is to foster student engagement in order to support a sense of valuing and aspiring to higher levels of education. To value education, students need to perceive that they are welcome, express their ideas and engage meaningfully in each education space they enter. Therefore, ‘pupil voice’ has the potential to become an important influencing factor regarding the degree to which students become self-regulated learners, value educationand consequently support their aspirations and build their expectations to go on to university. This study examines the role pupil voice plays in building cognitive and emotional engagement, and whether this, in turn, builds desire for further study and expectations for university entry. Pupil voice is operationalised as the extent to which the student feels heard, involved and supported by the school community. Student survey data was collected (N = 542) from a low socioeconomic status region of the southwest corridor of metropolitan Perth, Western Australia. Structural equation modelling substantiated our serial mediation hypothesis. For students, a discernible pupil voice significantly and positively increased cognitive engagement (self-regulated learning), which increased emotional engagement (valuing education) that, in turn, increased university desires, which led to increased university expectations. The results of this study underscore the importance of policies and practical interventions designed to develop strong student–teacher relationships, where students feel they are both seen and heard.  相似文献   

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