Adolescents’ Perceptions of School Environment, Engagement, and Academic Achievement in Middle School
Bibliographic Data
| ID | 8222017 |
|---|---|
| Authors | Ming-Te Wang (0000-0002-6170-5448, Harvard University, corresponding author), Rebecca Holcombe (Harvard University) |
| Year | 2010 |
| Volume | 47 |
| Issue | 3 |
| Pages | 633-662 |
| Publication date | 2010-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | American Educational Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 0002-8312 • E-ISSN: 1935-1011 |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0002831209361209 |
| OpenAlex | W2101583654 |
| Language | EN |
| Citations received | 315 |
| References cited | 71 |
This short-term longitudinal research examined the relationships among middle school students’ perceptions of school environment, school engagement, and academic achievement. Participants were from a representative, ethnically diverse, urban sample of 1,046 students. The findings supported the theoretical conceptualization of three different, but related, dimensions of school engagement: school participation, sense of identification with school, and use of self-regulation strategies. The results also indicated that students’ perceptions of the distinct dimensions of school environment in seventh grade contribute differentially to the three types of school engagement in eighth grade. Finally, the authors found that students’ perceptions of school environment influenced their academic achievement directly and indirectly through the three types of school engagement. Specifically, students’ perceptions of school characteristics in seventh grade influenced their school participation, identification with school, and use of self-regulation strategies in eighth grade that occur therein and, in turn, influenced students’ academic achievement in eighth grade
Academic achievement · Conceptualization · Ethnic group · Ethnically diverse · Longitudinal study · Mathematics education · Perception · Sociology · Student engagement · Early Childhood Education and Development · Parental Involvement in Education · Psychology · Youth Development and Social Support
Classroom Climate and Student’s Academic Performance of a Public School in Antique
Literacy engagement in the extended French and French immersion programmes (Grades 4–6)
Retracted
Classroom emotional climate, student engagement, and academic achievement.
Academic Engagement
Teacher–student relationships and students’ engagement in high school
How all students can belong and achieve
Students’ ratings of teacher support and academic and social–emotional well-being.
Does Parental Involvement Matter for Student Achievement and Mental Health in High School?
New Conceptual Frameworks for Student Engagement Research, Policy, and Practice
Do student self-efficacy and teacher-student interaction quality contribute to emotional and social engagement in fifth grade math?
Classroom Climate and Contextual Effects
Students’ emotional and cognitive engagement as the determinants of well-being and achievement in school
Basic psychological needs satisfaction at school, behavioral school engagement, and academic achievement
Supporting girls’ and boys’ engagement in math and science learning
Teacher and Peer Support for Young Adolescents’ Motivation, Engagement, and School Belonging
High school dropouts
Student engagement, context, and adjustment
Racial/ethnic socialization for White youth
The Math and Science Engagement Scales
Relationships among school climate, school safety, and student achievement and well‐being
Development of School Engagement in Association With Academic Success and Well-Being in Varying Social Contexts
The Relationship Between Student Engagement and Academic Performance
The role of affective teacher-student relationships in adolescents’ school engagement and achievement trajectories
School Climate
The assessment of school engagement
Staying Engaged
Student Engagement
Friends, academic achievement, and school engagement during adolescence
Effect of Growth Mindset on School Engagement and Psychological Well-Being of Chinese Primary and Middle School Students
Perceived teacher support, student engagement, and academic achievement
Conceptualization and Assessment of Adolescents’ Engagement and Disengagement in School
The Impact of School Climate and School Identification on Academic Achievement
Trajectories of teacher-student warmth and conflict at the transition to middle school
A Research Synthesis of the Associations Between Socioeconomic Background, Inequality, School Climate, and Academic Achievement
School context, achievement motivation, and academic engagement
Educating the Whole Child
The Reciprocal Links Between School Engagement, Youth Problem Behaviors, and School Dropout During Adolescence
Strategies of youth engagement in health promotion
Victimization, Physical Activity, and Affective Outcomes During Recess in Students with and Without Disabilities
Parental Racial Socialization as a Moderator of the Effects of Racial Discrimination on Educational Success Among African American Adolescents
Do Coping Responses and Racial Identity Promote School Adjustment Among Black Youth? Applying an Equity-Elaborated Social–Emotional Learning Lens
Adding to the Education Debt
Impact of growth mindset on science learning engagement for middle school students
Placing Social and Emotional Support at the Center of School Climate
Gadgets Playing Behavior of Students in Indonesia
Caregivers’ Mental Illness and Adolescent Delinquency Among African Americans in Chicago’s Southside
Les déterminants de la résilience et de la réussite scolaire
Implementation matters
Warning students of the consequences of examination failure
A cross-lagged study of students’ motivation, academic achievement, and relationships with teachers from kindergarten to 6th grade
Perceived school climate, collective teacher efficacy, self-compassion, and subjective well-being in Chinese university teachers
The effects of school climate on students’ reading achievement
Student engagement and perceptions of the educational environment in industrial engineering programs in Jordan
A review of classroom environment on student engagement in English as a foreign language learning
The Link Between Parent–Child Relationship and Learning Engagement Among Adolescents
Personal and social facilitators of student engagement
An examination of online physical education participation and its effects on health promotion
Comprendre le bien-être scolaire au travers du climat social de la classe
Relationship Between School Leadership, Academic Dispositions, and Student Academic Performance
The Mediation Role of School Alienation Between Perceptions of the School Atmosphere and School Refusal in Italian Students
The Impact of Effective Teaching Practices on Academic Achievement When Mediated by Student Engagement
Combining Project Based Learning and Cooperative Learning Strategies in a Geotechnical Engineering Course
Augmented Reality 3D Multibase Blocks at the Future Classroom Lab Through Active Methodology
School Climate and Sense of Coherence Among Vocational and General Education Teachers in a Nursing School Context
Examining the Home Learning Environment Practices for Emergent Bilinguals
Examining the Relationships between Teacher Self-Disclosure and Emotional and Behavioral Engagement of STEM Undergraduate Research Scholars
Autorregulación del aprendizaje
Examining the effect of L2 motivational factors on the development of L2 achievement
Student engagement in K12 online education during the pandemic
Educational support in an Expanded Learning Time initiative
Education Fever in China
Examining urban school principals’ perceptions and insights on the bidirectionality of engagement
Understanding individual differences in lower-proficiency students’ engagement with teacher written corrective feedback
Exploring the relationship between music instruction and school belonging
Anadolu İmam Hatip Lisesi Öğrencilerinin 21. Yüzyıl Öğrenme Becerileri ile Okul İklimi Düzeyleri
Parents and Teachers Support Student Academic Motivation and Engagement in High School Students
Varying Experiences of Cyber Victimization among Middle and High School Students
Teacher
How do university students’ personalities affect their engagement, satisfaction, and stickiness toward E-learning
Student engagement in K-12 online learning amid Covid-19
Do students with immigrant and native parents perceive themselves as equally engaged in school during adolescence
A meta-analysis of growth mindset in mathematics education
Relations between perceived teacher support and academic achievement
Relationship between students' sense of school belonging with principals' perceptions of school discipline, and teachers' perceptions of school safety in TIMSS 2019
A new measure for the assessment of the university engagement
Effects of students’ perceived linguistic competence on 7 th -grade science learning outcomes
Multi-dimensional explorations into the relationships between high school students’ science learning self-efficacy and engagement
Development and validation of an instrument to measure students’ engagement and participation in science activities through factor analysis and Rasch analysis
High school students’ engagement in science learning
Motivational factors that influence student science achievement
Investigating Arts Education Effects on School Engagement and Climate
Self-beliefs, engagement and motivation in science and mathematics
Linking self-report and process data to performance as measured by different assessment types
Can early intervention for maths anxiety predict better affective and attainment outcomes at primary level? A systematic review
Vulnerable learners in the age of Covid-19
Development and validation of a questionnaire to assess classroom assessment from the self-regulated learning perspective
From connections to achievements
The effects of perceived parental math support on middle school students’ math engagement
Trans/Gender-Diverse Students’ Perceptions of Positive School Climate and Teacher Concern as Factors in School Belonging
Student motivation in middle school
Withdrawing From School
Changes in Achievement Goal Orientations, Perceived Academic Competence, and Grades across the Transition to Middle-Level Schools
Engagement and disaffection in the classroom
The relation between goal orientation and students' motivational beliefs and self-regulated learning
Early adolescents' perceptions of the classroom social environment, motivational beliefs, and engagement.
Social relationships and motivation in middle school
Caring school communities
Development of Academic Skills from Preschool Through Second Grade
Middle school improvement and reform
The Dilemma of Performance-Approach Goals
Change in teacher efficacy and student self- and task-related beliefs in mathematics during the transition to junior high school.
School as a Context of Early Adolescents' Academic and Social-Emotional Development
Self‐efficacy, goal orientation, and fear of failure as predictors of school engagement in high school students
Multifaceted Impact of Self-Efficacy Beliefs on Academic Functioning
Autonomy-supportive teachers
Avoiding the demonstration of lack of ability
Children who do well in school
Toward an Understanding of Definitions and Measures of School Engagement and Related Terms
Sense of relatedness as a factor in children's academic engagement and performance.
Academic success among students at risk for school failure.
Students' goal orientations and cognitive engagement in classroom activities.
Construct validation of a strategy model of student self-regulated learning.
Motivation in the classroom
Feedback and Self-Regulated Learning
Performance-approach goals
Social Predictors of Changes in Students' Achievement Goal Orientations
The teacher-child relationship and children's early school adjustment
Perceptions of classroom environment, achievement goals, and achievement outcomes.
Classrooms
Cutoff criteria for fit indexes in covariance structure analysis
Attaining Self-Regulation
Early Teacher–Child Relationships and the Trajectory of Children's School Outcomes through Eighth Grade
The Role of Goal Orientation in Self-Regulated Learning
School Engagement
A comparison of methods to test mediation and other intervening variable effects.
Intrinsic Motivation and Self-Determination in Human Behavior
A six-district study of educational change
Adolescents' Perceptions of Middle School
Academic Functioning and Mental Health in Adolescence
A Longitudinal Study of the Effects of Family, Friends, and School Experiences on the Psychological Adjustment of Ethnic Minority, Low-SES Adolescents
Classroom and Individual Differences in Early Adolescents' Motivation and Self-Regulated Learning
Identification with School
Direct and Indirect Effects
Journal of Abnormal Psychology
Development during adolescence
Student Engagement in Instructional Activity
The Classroom Social Environment and Changes in Adolescents’ Motivation and Engagement During Middle School
The moderator–mediator variable distinction in social psychological research
Asymptotic Confidence Intervals for Indirect Effects in Structural Equation Models
The moderator-mediator variable distinction in social psychological research
What motivates children's behavior and emotion? Joint effects of perceived control and autonomy in the academic domain
Approach and avoidance achievement goals and intrinsic motivation
Principles and Practice of Structural Equation Modeling
Are mastery and ability goals both adaptive? Evaluation, initial goal construction and the quality of task engagement
School Characteristics Related to Student Engagement
Effects of High School Restructuring and Size on Early Gains in Achievement and Engagement
Creating Classroom Cultures
| Unique citing works | 315 |
|---|---|
| Citations per year | 21 |
| Citation span | 2011 - 2026 (16) |
| Citation velocity | current |
| Highly cited | Yes |
| Citation types | Neutral: 312 |