The DOI matches its Crossref record; 20 of the 20 references it cites were found in a registry or an index.
Adolescents’ Perceptions of School Environment, Engagement, and Academic Achievement in Middle School
Abstract
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.
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Cites
Hu, L., & Bentler, P. M. (1999) · Structural Equation Modeling A Multidisciplinary Journal · doi:10.1080/10705519909540118 · Cited by 108,788
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Asymptotic Confidence Intervals for Indirect Effects in Structural Equation Models
Sobel, M. E. (1982) · Sociological Methodology · doi:10.2307/270723 · Cited by 12,810
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 · cited 4×
“The use of a more ethnically and socioeconomically diverse sample addresses the limitation encountered by most studies of school context and student engagement, which havebeen conductedprimarilywithWhitemiddle-class samples (Fredricks et al., 2004).”
BackgroundInfluentialA comparison of methods to test mediation and other intervening variable effects
MacKinnon, D. P., Lockwood, C. M., Hoffman, J. M., West, S. G., & Sheets, V. (2002) · Psychological Methods · doi:10.1037/1082-989x.7.1.83 · Cited by 9,406
Classrooms: Goals, structures, and student motivation.
Ames, C. (1992) · Journal of Educational Psychology · doi:10.1037/0022-0663.84.3.261 · Cited by 6,468
Zimmerman, B. J. (2000) · Handbook of Self-Regulation · doi:10.1016/b978-012109890-2/50031-7 · Cited by 6,069
The Role of Goal Orientation in Self-Regulated Learning
Pintrich, P. R. (2000) · Handbook of Self-Regulation · doi:10.1016/b978-012109890-2/50043-3 · Cited by 5,173
Skinner, E. A., & Belmont, M. J. (1993) · Journal of Educational Psychology · doi:10.1037/0022-0663.85.4.571 · Cited by 3,428 · cited 3×
“Further, in the self-system approach, school engagement is also hypothesized to be malleable and responsive to interactions between both the individual and the learning environment (Connell, 1990; Skinner & Belmont, 1993).”
BackgroundFinn, J. D. (1989) · Review of Educational Research · doi:10.2307/1170412 · Cited by 2,702
Cited by
Framing student engagement in higher education
Kahu, E. R. (2013) · Studies in Higher Education · doi:10.1080/03075079.2011.598505 · Cited by 2,103
Classroom emotional climate, student engagement, and academic achievement.
Reyes, M. R., Brackett, M. A., Rivers, S. E., White, M., & Salovey, P. (2012) · Journal of Educational Psychology · doi:10.1037/a0027268 · Cited by 1,229
Student Engagement: What Is It? Why Does It Matter?
Finn, J. D., & Zimmer, K. S. (2012) · Handbook of Research on Student Engagement · doi:10.1007/978-1-4614-2018-7_5 · Cited by 1,139
Fredricks, J. A., Filsecker, M., & Lawson, M. A. (2016) · Learning and Instruction · doi:10.1016/j.learninstruc.2016.02.002 · Cited by 851
Wang, M.-T., & Degol, J. (2013) · Developmental Review · doi:10.1016/j.dr.2013.08.001 · Cited by 837
“Students feel more confident about their ability to learn math and complete math activities successfully when cooperating with others rather than working on their own, due to the greater array of resources upon which to draw (Ryan & Patrick, 2001; Wang & Holcombe, 2010).”
BackgroundSelf-citation
Metadata
- Authors
- Wang, M.-T., & Holcombe, R.
- Venue
- American Educational Research Journal
- Published
- 2010-09
- Volume
- 47
- Issue
- 3
- Pages
- 633-662
- ISSN
- 0002-8312 (ISSN-L)
- 1935-1011
- OpenAlex
- W2101583654
- Cited by
- 1,166
- References
- 20
- FWCI
- 40.35
- Type
- journal article
- Language
- en
- Open access
- closed
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Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
