Student Engagement with School: Conceptual and Measurement Issues
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ROBU, Viorel. Student Engagement with School: Conceptual and Measurement Issues. In: 3rd Central and Eastern European LUMEN, 8-10 iunie 2017, Chişinău. Chișinău, Republica Moldova: Editura LUMEN, 2017, p. 219. ISBN 978-973-166-461-3.
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3rd Central and Eastern European LUMEN 2017
Conferința "3rd Central and Eastern European LUMEN"
Chişinău, Moldova, 8-10 iunie 2017

Student Engagement with School: Conceptual and Measurement Issues


Pag. 219-219

Robu Viorel
 
”Petre Andrei” University
 
Disponibil în IBN: 2 decembrie 2021


Rezumat

A considerable amount of literature has been published on student engagement with school (SES). Engagement with school is understood as a critical factor for student achievement and school effectiveness improvement. SES promotes achievement and protects against dropout. Many studies have revealed that SES has high predictive power for a wide range of developmental and educational outcomes. Although the conceptualization of SES varies across international literature, there is a wide agreement concerning its multidimensional nature. Key dimensions of SES (i.e., cognitive, affective, behavioral and, more recently, personal agency) have been described and empirically validated. Various measures of SES stem from different theoretical perspectives and were developed with different types of samples. SES involves a psychological process that mediates the effects of several contextual antecedents on student outcomes. This paper summarizes the existing literature on working models, antecedents, academic outcomes, and standardized measurement of SES.

Cuvinte-cheie
engagement with school, working models, antecedents, Outcomes, standardized measurement