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Predictors of child student engagement in elementary school: A mixed-methods study exploring the role of externalising problems
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Orientador(es)
Resumo(s)
Student engagement promotes school learning and adaptation and can
be a protective factor for children who are vulnerable to school failure. A
longitudinal mixed-methods study was conducted to identify individual,
family, and school predictors of children's school engagement as well as
to explore the facilitators of and obstacles to student engagement at
school among children with externalizing problems. The sample
consisted of 369 elementary school children (53.7% girls) and their
parents as well as 35 teachers. Participants completed several measures
to evaluate emotional and behavioral engagement at school,
externalizing behaviors, parental emotional support, parental
involvement with the school, and student-teacher relationships. Semi
structured interviews were conducted with a subsample of 17 parents of
children with high levels of externalizing problems. Problems with
externalizing behaviors and student-teacher relationships were
significant predictors of school engagement. Parents’ reports showed
that family support, positive student-teacher relationships, and positive
relationships with peers are the main facilitators of school engagement in
children with high levels of externalizing problems. Our study highlights
the role played by externalizing problems in school engagement.
Limitations of the study and implications for prevention research and
practice are discussed.
Descrição
Palavras-chave
Externalizing problems School engagement Elementary school children Ecological approach Longitudinal study
Contexto Educativo
Citação
Ribeiro, A. R., Pereira, A. I., Pedro, M., & Roberto, M. S. (2023). Predictors of child student engagement in elementary school: A mixed‐methods study exploring the role of externalising problems. Infant and Child Development, 32(5), e2449. https://doi.org/10.1002/icd.2449
Editora
John Wiley & Sons