Social support and behavioral and affective school engagement: the effects of peers, parents, and teachers.
Abstract
School engagement has long been seen as an important component of school completion, and research shows that social support in the home and school promotes engagement. However, many researchers have argued that it is not a unitary construct but rather a multifaceted phenomenon, and the role of peer social support has not been as well studied as support from parents and teachers. Our study examines the association of social support from parents, teachers, and peers with two forms of engagement: affective and behavioral. Data came from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development. Results indicate that although parent support was associated with higher levels of behavioral engagement, peer support was associated with higher levels of affective engagement.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Prior studies have found that family, school, and peer support increases student engagement, which in turn improves academic competence and achievement.
“Additionally, prior studies have found that family, school, and peer support increases student engagement, which in turn improves academic competence and achievement (e.g., Elias and Haynes, 2008;Estell and Perdue, 2013).”
From Impacts of the COVID-19 Pandemic on Student Learning and Opportunity Gaps Across the 2020–2021 School Year: A National Survey of Teachers (2022) · cites this paper as Estell and Perdue, 2013
Cites
The Ecology of Human Development: Experiments by Nature and Design
Bronfenbrenner, U. (1979) · Harvard University Press eBooks · doi:10.4159/9780674028845 · Cited by 26,084 · see citing works
School Engagement: Potential of the Concept, State of the Evidence
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004) · Review of Educational Research · doi:10.3102/00346543074001059 · Cited by 12,581 · see citing works
Finn, J. D. (1989) · Review of Educational Research · doi:10.2307/1170412 · Cited by 2,702 · see citing works
Social relationships and motivation in middle school: The role of parents, teachers, and peers.
Wentzel, K. R. (1998) · Journal of Educational Psychology · doi:10.1037/0022-0663.90.2.202 · Cited by 1,828 · see citing works
Toward an Understanding of Definitions and Measures of School Engagement and Related Terms
Jimerson, S. R., Campos, E., & Greif, J. L. (2003) · The California School Psychologist · doi:10.1007/bf03340893 · Cited by 811 · see citing works
Flagged first, then by citations
Cited by
Sorted by citations
Academic Engagement: An Overview of Its Definitions, Dimensions, and Major Conceptualisations
Alrashidi, O., Phan, H. P., & Ngu, B. H. (2016) · International Education Studies · doi:10.5539/ies.v9n12p41 · Cited by 228 · see citing works
Kearney, C. A., Gonzálvez, C., Graczyk, P. A., & Fornander, M. J. (2019) · Frontiers in Psychology · doi:10.3389/fpsyg.2019.02222 · Cited by 130 · see citing works
Namkung, J. M., Goodrich, J. M., Hebert, M., & Koziol, N. (2022) · Frontiers in Education · doi:10.3389/feduc.2022.921497 · Cited by 31 · see citing works
- Authors
- Estell, D. B., & Perdue, N. H.
- Affiliations
- Indiana University Bloomington (US)
- University of Indianapolis (US)
- Corresponding author
- Estell, David B.
- Venue
- Psychology in the Schools
- Publisher
- Wiley
- Published
- 2013-02-16
- Volume
- 50
- Issue
- 4
- Pages
- 325-339
- ISSN
- 0033-3085 (ISSN-L)
- 1520-6807
- OpenAlex
- W1556923447
- Cited by
- 219
- References
- 5
- Citations by year
- 2026: 11 · 2025: 14 · 2024: 30 · 2023: 23 · 2022: 22 · 2021: 28 · 2020: 15 · 2019: 20 · 2018: 12 · 2017: 17 · 2016: 11 · 2015: 9 · 2014: 6 · 2013: 1
- FWCI
- 40.58
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Psychology in the Schools (publishedVersion)
- Topics
- Social Sciences › Education › Early Childhood Education and Development
- Social Sciences › Education › Parental Involvement in Education
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Keywords
- school engagement, social support, emotional engagement, behavioral engagement, peer support, parental support, teacher support, early childhood development, school completion
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
