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ERIC Number: ED465774
Record Type: Non-Journal
Publication Date: 2002-Apr-4
Pages: 22
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Factors Supporting School Engagement and Achievement among Adolescents.
Hudley, Cynthia; Daoud, Annette; Hershberg, Rachel; Wright-Castro, Rosina; Polanco, Ted
This study examined academic success, intrinsic motivation, and student perceptions as indicators of engagement in a multi-ethnic sample of secondary school students. A particular interest was in examining differences in student perceptions across middle and high school, and another focus was examining students' perceptions of the school's concern for students of various ethnic groups. Data were collected in a southern California community with one comprehensive high school and one comprehensive middle school. Of the 318 participants, 54% defined themselves as Anglo, and 54% were girls. Sixty percent were high school students, and the rest were in middle school. Adolescents completed a 53-item questionnaire that tapped perceived educational aspirations, perceived career aspirations, perceived support from teachers, perceived equal treatment of ethnic groups, self-appraisals of academic efficacy, and self-perceptions of intrinsic motivation. Archival data were collected on attendance, disciplinary actions, and grade point average. As predicted, more positive attitudes toward self and school were significantly related to several indicators of engagement. However, several attitudinal predictors of school engagement functioned differently as a function of adolescents' grade level, gender, or ethnic identification. This paper presents only the first round of analysis, but findings to date indicate that schools must sustain a climate that promotes a positive attitude in students of all ethnicities and thus encourages student engagement in learning. (Contains 3 figures, 2 tables, and 21 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A