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Pathways to Student Engagement in School : = Exploring the Effects of School Climate on School Engagement.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Pathways to Student Engagement in School :/
Reminder of title:	Exploring the Effects of School Climate on School Engagement.
Author:	Gauley, Josset.
Description:	1 online resource (115 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 78-09(E), Section: B.
Contained By:	Dissertation Abstracts International78-09B(E).
Subject:	Developmental psychology. -
Online resource:	click for full text (PQDT)
ISBN:	9781369735246

Pathways to Student Engagement in School : = Exploring the Effects of School Climate on School Engagement.
Gauley, Josset.

Pathways to Student Engagement in School :Exploring the Effects of School Climate on School Engagement. - 1 online resource (115 pages)

Source: Dissertation Abstracts International, Volume: 78-09(E), Section: B.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2017.

Includes bibliographical references

Student engagement in school is an important precursor to a successful and secure future. Through interaction, investment, and interest in school, young people develop a sense of belonging and connection to their community, feel empowered, and gain a sense of agency and control over their lives. In the short term, students who perceive value in the content they are learning and enjoy being at school tend to achieve at high academic levels. In the long term, engaged students tend to be socially conscious are prepared to participate in democracy.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369735246Subjects--Topical Terms:

557458
Developmental psychology.
Index Terms--Genre/Form:

554714
Electronic books.

Pathways to Student Engagement in School : = Exploring the Effects of School Climate on School Engagement.
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500 $a Source: Dissertation Abstracts International, Volume: 78-09(E), Section: B.
500 $a Adviser: Richard Shepherd Zeldin.
502 $a Thesis (Ph.D.)--The University of Wisconsin - Madison, 2017.
504 $a Includes bibliographical references
520 $a Student engagement in school is an important precursor to a successful and secure future. Through interaction, investment, and interest in school, young people develop a sense of belonging and connection to their community, feel empowered, and gain a sense of agency and control over their lives. In the short term, students who perceive value in the content they are learning and enjoy being at school tend to achieve at high academic levels. In the long term, engaged students tend to be socially conscious are prepared to participate in democracy.
520 $a This study examined the associations between high school students' perception of school climate and their self-reported engagement in school. Using survey data collected from 513 high school students attending traditional, alternative, and a democratic school, the study focused on how three domains of school climate (supportive teachers, youth voice, and safety) influenced two dimensions of engagement (emotional and cognitive). The results of multiple regressions with tests for mediation found that each characteristic of school climate significantly predicted students' emotional engagement, which in turn, had significant positive effects on their cognitive engagement. Importantly, the results indicated that youth voice in decision-making was the only climate variable that had significant direct effects on emotional engagement as well as cognitive engagement. Finally, the study's results showed that attendance at the democratic and alternative schools had positive effects on student engagement, suggesting important setting-level effects or nuances in the institutional atmosphere of these schools.
520 $a Overall, this study makes important contributions to the school climate and engagement literature by providing further evidence that setting-level characteristics of schools are important predictors of student engagement. By identifying a mediating role of emotional engagement, the results have important practical implications for school reform and for schools interested in identifying strategies to maximize student engagement of their students. The findings may be particularly salient for advocates and researchers of social-emotional learning. Finally, this study provides evidence that youth voice in decision-making, a dimension that is commonly absent in many school settings, is an instrumental and foundational element of school climate that should be integrated, prioritized, practiced, and nurtured.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Developmental psychology. $3 557458
650 4 $a Education. $3 555912
655 7 $a Electronic books. $2 local $3 554714
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710 2 $a The University of Wisconsin - Madison. $b Human Ecology. $3 1191105
773 0 $t Dissertation Abstracts International $g 78-09B(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10277195 $z click for full text (PQDT)