Multiple Contexts of School Engagement: Moving toward a Unifying Framework for Educational Research and Practice

Autor/inn/en	Furlong, Michael J.; Whipple, Angela D.; St. Jean, Grace; Simental, Jenne; Soliz, Alicia; Punthuna, Sandy
Titel	Multiple Contexts of School Engagement: Moving toward a Unifying Framework for Educational Research and Practice
Quelle	In: California School Psychologist, 8 (2003), S.99-113 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1087-3414
Schlagwörter	Educational Research; At Risk Students; Educational Environment; Child Development; Educational Methods; Student Participation; Peer Relationship; Classroom Environment; Psychological Patterns; Interpersonal Competence; Self Efficacy; Lifelong Learning; Student Characteristics; Student Behavior; Peer Influence; Outcomes of Education; Institutional Characteristics; Teacher Influence; Affective Behavior; Student Motivation; Secondary School Students + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Kindesentwicklung; Educational method; Erziehungsmethode; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Peer-Beziehungen; Klassenklima; Unterrichtsklima; Interpersonale Kompetenz; Self-efficacy; Selbstwirksamkeit; Life-long learning; Lebenslanges Lernen; Student behaviour; Schülerverhalten; Lernleistung; Schulerfolg; Affective disturbance; Active behaviour; Affektive Störung; Schulische Motivation; Sekundarschüler
Abstract	This article discusses the school engagement literature and offers a conceptual framework with the intention of developing a common terminology to more efficiently organize research and practice. Three distinct perspectives are outlined in relation to school engagement: psychological, educational, and developmental. Four main contexts of school-based engagement are identified, including the student, peers, classroom, and the school environment. Although some researchers have focused on students at risk for negative developmental outcomes, the proposed model postulates that all youth benefit from school engagement. Overall, the intent of this new framework is to support efforts to promote positive student outcomes, increase psychosocial competence and efficacy, and promote life-long learning. (Contains 2 figures and 1 footnote.) (As Provided).
Anmerkungen	California Association of School Psychologists. 1020 12th Street Suite 200, Sacramento, CA 95814. Tel: 916-444-1595; Fax: 916-444-1597; e-mail: communications@casponline.org; Web site: http://www.casponline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10