Sense of relatedness and science engagement among Filipino high school students
Bibliographic Data
| ID | 21376444 |
|---|---|
| Authors | Jesus Alfonso Daep Datu (0000-0002-2266-5412, Centre for Advancement in Inclusive and Special Education Hong Kong Hong Kong, corresponding author), Amity Noltemeyer (0000-0003-3662-7764, Department of Educational Psychology Miami University Oxford Ohio USA) |
| Year | 2024 |
| Volume | 61 |
| Issue | 8 |
| Pages | 3410-3420 |
| Publication date | 2024-08-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Psychology in the Schools (JOURNAL) |
| Journal identifiers | ISSN: 0033-3085 • E-ISSN: 1520-6807 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/pits.23224 |
| OpenAlex | W4396625923 |
| Language | EN |
| References cited | 38 |
Past studies indicate that feeling related to specific social agents such as parents, teachers, and peers can facilitate domain‐general academic engagement. However, there is scarce research on how relatedness may be associated with engagement in specific academic subjects. This cross‐sectional study explores the associations of sense of relatedness to mother, father, science teachers, friends, classmates, and neighbors with behavioral, cognitive, emotional, and social engagement in science. Four hundred and thirty‐eight high school students completed an online survey that included scales to assess demographic information, relatedness, and science engagement. Only relatedness to science teacher positively predicted behavioral, cognitive, and emotional engagement in science when controlling for other relatedness dimensions, age, gender, year in school, parental educational attainment, and daily allowance. Although further research that can uncover causal conclusions is needed, these findings suggest the importance of science teacher relatedness for students' science engagement
Developmental psychology · Mathematics education · Pedagogy · Student engagement · Early Childhood Education and Development · Education, Achievement, and Giftedness · Psychology · Social Psychology · Youth Development and Social Support
Pisa 2022 Results (Volume I)
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A Motivational Perspective on Engagement and Disaffection
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Side effects of academic engagement? How boys’ and girls’ well-being is related to their engagement and motivational regulation
Identity Formation in Early and Middle Adolescents From Various Ethnic Groups
Representations of relatedness with parents and friends and autonomous academic motivation during the late adolescence-early adulthood period
The gender gap in student engagement
The need to belong
| Citation velocity | historical |
|---|---|
| Highly cited | No |