ERIC Number: EJ1044027
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Factors Influencing Classroom Behavioral Engagement during the First Year at School
Yang, Pei-Jung; Lamb, Michael E.
Applied Developmental Science, v18 n4 p189-200 2014
The present study examined child and school factors that might foster classroom behavioral engagement during the first year at school in a sample of 67 typically developing British 4-year-olds. The children were followed for 9 months from the summer before enrollment through the first 7 months of school. Our findings showed that effortful control and attachment security facilitated engagement, whereas impulsivity adversely affected engagement. The children's classroom engagement was further supported by close relationships with the teachers, but those who had more conflicts with the teachers or had developed avoidant feelings toward school tended to be more disengaged in the classroom. This study suggests that features of the child and environment collectively affect the early development of behavioral engagement at school, with some features possibly playing a more significant role at some than other phases during school transition. Limitations, implications, and suggestions for future research are discussed.
Descriptors: Performance Factors, Influences, Classroom Environment, Child Behavior, Learner Engagement, Classroom Observation Techniques, Conceptual Tempo, Attachment Behavior, Teacher Student Relationship, Interpersonal Relationship, Self Control, Age Differences, Gender Differences, Preschool Children, Attribution Theory, Longitudinal Studies, Foreign Countries
Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Grant or Contract Numbers: N/A