Nanyang Technological University, Singapore.
Nanyang Technological University, Singapore.
J Adolesc. 2018 Oct;68:1-11. doi: 10.1016/j.adolescence.2018.07.002. Epub 2018 Jul 6.
This exploratory study extends research on student engagement by examining the relationships between its different facets, students' perception of teacher support for learning and self-efficacy, and adaptive youth competencies. Guided by Reschly and Christenson's (2012) student engagement framework, affective and cognitive engagement were posited to mediate the relationships between students' perceived beliefs, adaptive competencies and behavior engagement.
3776 Singapore Grade 7 and 8 students completed a self report survey questionnaire.
Self-efficacy and teacher support demonstrated different indirect relationships with student competencies and via different engagement pathways. Cognitive engagement mediated the effects of teacher support and self-efficacy on the four student competencies, while affective engagement's mediated effects was only evident on academic buoyancy.
This study holds important implications for educational and psychological research on student engagement, demonstrating that the construct, though theorized in a western context, has empirical utility and relevance in an East Asian context.
本探索性研究通过考察学生参与的不同方面、学生对学习和自我效能感的教师支持的感知，以及适应性青年能力之间的关系，扩展了学生参与的研究。在 Reschly 和 Christenson（2012）的学生参与框架的指导下，假设情感和认知参与在学生感知信念、适应性能力和行为参与之间的关系中起中介作用。
3776 名新加坡 7 年级和 8 年级学生完成了一份自我报告问卷调查。
自我效能感和教师支持对学生能力的影响具有不同的间接关系，且通过不同的参与途径。认知参与在教师支持和自我效能感对四项学生能力的影响中起中介作用，而情感参与的中介作用仅在学业弹性上表现明显。
本研究对学生参与的教育和心理研究具有重要意义，表明该结构虽然在西方背景下进行了理论化，但在东亚背景下具有实证效用和相关性。
