Top

Gepubliceerd in:

11-02-2019 | Empirical Research

Understanding Girls’ Disengagement: Identifying Patterns and the Role of Teacher and Peer Support using Latent Growth Modeling

Auteurs: Emma C. Burns, Keiko C. P. Bostwick, Rebecca J. Collie, Andrew J. Martin

Gepubliceerd in: Journal of Youth and Adolescence | Uitgave 5/2019

Abstract

Previous work has established a significant increase in disengagement as students progress through secondary school. This work has also established that rates of disengagement appear to be higher among boys, leading to an increased focus on the underlying causes and factors associated with disengagement within this population. However, less is known about the patterns of disengagement exhibited by girls. Given that disengagement is consistently associated with negative personal and academic outcomes, it is important to more closely examine the disengagement trajectories of girls. Moreover, it critical to identify factors that buffer the effects of disengagement that are the most effective for girls. Classroom interpersonal support from teachers and peers have been identified as factors that are likely to mitigate disengagement among girls. The present investigation examined longitudinal data from Australian adolescent girls (N = 302, age range 12–16 years old). Latent growth modeling was used to examine the extent to which disengagement was increasing among secondary school girls in Australia, as well as the effects of teacher and peer social support in slowing this increase. The results showed that disengagement significantly increased across 3 years and that teacher support (but not peer support) was associated with a reduction in girls’ upward disengagement trajectories. The results of the current study provide much-needed insight about the developmental trajectories of disengagement among adolescent girls and the role of teachers in buffering these problematic trajectories.

vorige artikel Child Effects on Lability in Parental Warmth and Hostility: Moderation by Parents’ Internalizing Problems

volgende artikel Peer Acceptance and Sexual Behaviors from Adolescence to Young Adulthood

Alleen toegankelijk voor geautoriseerde gebruikers

In order to account for the potential influence of transitions from lower to upper secondary school campuses on students’ disengagement and the role of teacher and peer support, analyses were run that compared the original model with a model including school type (viz., with or without the lower to upper secondary transition) as a covariate. Results demonstrated that this inclusion did not significantly improve model fit (Δχ² (1) = −237.94, p = 1.00) and did not alter substantive model paths.

The present investigation shares data with three other published papers (Burns et al. 2017, 2018a, 2018b). Because of this, it is important to distinguish this paper from those with which it shares data to articulate the unique contribution of this paper. The first paper (Burns et al. 2017) is cross-sectional and, thus, only shares matched T1 data with the present investigation. The second paper (Burns et al. 2018a) is two-wave longitudinal and, thus, only shares the matched T1-T2 data with the present investigation. Both the first and second paper included both genders and focused on the role of adaptability and personal best goal setting within the social cognitive framework. Thus, the substantive factors and research questions of the present investigation do not overlap with the first or second paper. The third paper (Burns et al. 2018b) utilizes the same data as the present investigation but includes both genders. Importantly, the third paper utilized a growth perspective on education framework to examine the role of personal best goal setting (as a learning strategy) on engagement (not disengagement) trajectories. Thus, the theoretical framework used, the substantive factors examined, and the research questions addressed in the present investigation are distinctly different from that of the third paper.

Akos, P., & Galassi, J. P. (2004). Middle and high school transitions as viewed by students, parents, and teachers. Professional School Counseling, 7, 212–221.

Anderson, L. W., Jacobs, J., Schramm, S., & Spittlgerber, F. (2000). School transitions: Beginning of the end or a new beginning? International Journal of Educational Research, 33, 325–339. https://doi.org/10.1016/S0883-0355(00)00020-3.CrossRef

Assor, A., Kaplan, H., & Roth, G. (2002). Choice is good, but relevance is excellent: Autonomy-enhancing and suppressing teacher behaviours predicting students’ engagement in schoolwork. The British Journal of Educational Psychology, 72, 261–278. https://doi.org/10.1348/000709902158883.CrossRefPubMed

Balfanz, R., Herzog, L., & Mac Iver, D. J. (2007). Preventing student disengagement and keeping students on the graduation path in urban middle-grades schools: Early identification and effective interventions. Educational Psychologist, 42, 223–235. https://doi.org/10.1080/00461520701621079.

Beaman, R., Wheldall, K., & Kemp, C. (2006). Differential teacher attention to boys and girls in the classroom. Educational Review, 58, 339–366. https://doi.org/10.1080/00131910600748406.CrossRef

Bronfenbrenner, U. (2005). Making human beings human. Thousand Oaks, CA: Sage.

Burns, E. C., Martin, A. J., & Collie, R. J. (2018a). Adaptability, personal best (PB) goals, and gains in students’ academic outcomes: A longitudinal examination from a social cognitive perspective. Contemporary Educational Psychology, 53, 57–72. https://doi.org/10.1016/j.cedpsych.2018.02.001.

Burns, E. C., Martin, A. J., & Collie, R. J. (2017). Understanding the role of adaptability and personal best (PB) goals in students’ academic outcomes: A social cognitive perspective. BJEP Monograph Series II, 12, 111–143.

Burns, E. C., Martin, A. J., & Collie, R. J. (2018b). Understanding the role of personal best (PB) goal setting in students’ declining engagement: A latent growth model. Journal of Educational Psychology. Advance online publication.

Chen, F. F. (2007). Sensitivity of goodness of fit indices to lack of measurement invariance. Structural Equation Modeling, 14, 464–504. https://doi.org/10.1080/10705510701301834.CrossRef

Clarke, I. E., & MacCann, C. (2016). Internal and external aspects of self-handicapping reflect the distinction between motivations and behaviours: Evidence from the Self- handicapping Scale. Personality and Individual Differences, 100, 6–11. https://doi.org/10.1016/j.paid.2016.03.080.

Cook, T. D., Deng, Y., & Morgano, E. (2007). Friendship influences during early adolescence: The special role of friends’ grade point average. Journal of Research on Adolescence, 17, 325–356. https://doi.org/10.1111/j.1532-7795.2007.00525.x.

Cooper, K. S. (2013). Eliciting engagement in the high school classroom: a mixed-methods examination of teaching practices. American Educational Research Journal, 51, 363–402. https://doi.org/10.3102/0002831213507973.CrossRef

De Castella, K., Byrne, D., & Covington, M. (2013). Unmotivated or motivated to fail? A cross-cultural study of achievement motivation, fear of failure, and student disengagement. Journal of Educational Psychology, 105, 861–880. https://doi.org/10.1037/a0032464.CrossRef

Dunn, T. J., Baguley, T., & Brunsden, V. (2014). From alpha to omega: A practical solution to the pervasive problem of internal consistency estimation. British Journal of Psychology, 105, 399–412. https://doi.org/10.1111/bjop.12046.

Finn, J. D., Pannozzo, G. M., & Voekl, K. E. (1995). Disruptive and inattentive-withdrawn behavior and achievement among fourth graders. The Elementary School Journal, 95, 421–434. https://doi.org/10.1086/461853.CrossRef

Finn, J. D., & Servoss, T. J. (2014). Misbehavior, suspensions, and security measures in high school: Racial/ethnic and gender differences. Journal of Applied Research on Children: Informing Policy for Children at Risk, 5, 1–50.

Frydenberg, E., & Lewis, R. (1993). Boys play sport and girls turn to others: Age, gender, and ethnicity as determinants of coping. Journal of Adolescence, 16, 253–266. https://doi.org/10.1006/jado.1993.1024.

Green, J., Liem, G. A. D., Martin, A. J., Colmar, S., Marsh, H. W., & McInerney, D. (2012). Academic motivation, self-concept, engagement, and performance in high school: Key processes from a longitudinal perspective. Journal of Adolescence, 35, 1111–1122. https://doi.org/10.1016/j.adolescence.2012.02.016.

Hakimzadeh, R., Besharat, M.-A., Khaleghinezhad, S. A., & Jahromi, R. G. (2016). Peers’ perceived support, student engagement in academic activities and life satisfaction: A structural equation modeling approach. School Psychology International, 37, 240–254. https://doi.org/10.1177/0143034316630020.

Hertzog, C., Von Oertzen, T., Ghisletta, P., & Lindenberger, U. (2008). Evaluating the power of latent growth curve models to detect individual differences in change. Structural Equation Modeling, 15, 541–563. https://doi.org/10.1080/10705510802338983.CrossRef

Hirt, E. R., & McCrea, S. M. (2009). Man smart, woman smarter? Getting to the root of gender differences in self-handicapping. Social and Personality Psychology Compass, 3, 260–274. https://doi.org/10.1111/j.1751-9004.2009.00176.x.CrossRef

Hospel, V., & Galand, B. (2016). Are both classroom autonomy support and structure equally important for students’ engagement? A multilevel analysis. Learning and Instruction, 41, 1–10. https://doi.org/10.1016/j.learninstruc.2015.09.001.CrossRef

Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modelling, 6, 1–55. https://doi.org/10.1080/10705519909540118.

Johnson, B. (2008). Teacher–student relationships which promote resilience at school: A micro-level analysis of students’ views. British Journal of Guidance & Counselling, 36, 385–398. https://doi.org/10.1080/03069880802364528.

Karabenick, S. A., Woolley, M. E., Friedel, J. M., Ammon, B. V., Blazevski, J., Bonney, C. R., & Kelly, K. L. (2007). Cognitive processing of self-report items in educational research: Do they think what we mean? Educational Psychologist, 42, 139–151. https://doi.org/10.1080/00461520701416231.

Kline, R. B. (2016). Principles and practice of structural equation modeling. 4th edn. New York, NY: Guilford Press.

Kuncel, N. R., Credé, M., & Thomas, L. L. (2005). The validity of self-reported grade point averages, class ranks, and test scores: A meta-analysis and review of the literature. Review of Educational Research, 75, 63–82. https://doi.org/10.3102/00346543075001063.

Lee, I. A., & Preacher, K. J. (2013, October). Calculation for the test of the difference between two dependent correlations with no variable in common [Computer software]. Available at http://quantpsy.org.

Lerner, R. (2005). Promoting positive youth development: Theoretical and empirical bases. Washington, DC: National Research Council/institute of Medicine.

Liem, G. A. D., & Martin, A. J. (2011). Peer relationships and adolescents’ academic and non-academic outcomes: Same-sex and opposite-sex peer effects and the mediating role of school engagement. British Journal of Educational Psychology, 81, 183–206. https://doi.org/10.1111/j.2044-8279.2010.02013.x.CrossRefPubMed

Marsh, H. W. (2007). Self-concept theory, measurement and research into practice: The role of self-concept in educational psychology. Leicester, UK: British Psychological Society.

Martin, A. J. (2004). School motivation of boys and girls: Differences of degree, differences of kind, or both? Australian Journal of Psychology, 56, 133–146. https://doi.org/10.1080/00049530412331283363.

Martin, A. J. (2007). Examining a multidimensional model of student motivation and engagement using a construct validation approach. The British Journal of Educational Psychology, 77, 413–440. https://doi.org/10.1348/000709906X118036.CrossRefPubMed

Martin, A. J. (2009). Motivation and engagement across the academic life span: A developmental construct validity study of elementary school, high school, and university/college students. Educational and Psychological Measurement, 69, 794–824. https://doi.org/10.1177/0013164409332214.

Martin, A. J., Anderson, J., Bobis, J., Way, J., & Vellar, R. (2012). Switching on and switching off in mathematics: An ecological study of future intent and disengagement among middle school students. Journal of Educational Psychology, 104, 1–18. https://doi.org/10.1037/a0025988.

Martin, A. J., & Dowson, M. (2009). Interpersonal relationships, motivation, engagement, and achievement: Yields for theory, current issues, and educational practice. Review of Educational Research, 79, 327–365. https://doi.org/10.3102/0034654308325583.

Martin, A. J., & Marsh, H. W. (2003). Fear of failure: Friend or foe? Australian Psychologist, 38, 31–38. https://doi.org/10.1080/00050060310001706997.

Martin, A. J., & Marsh, H. W. (2008). Academic buoyancy: Towards an understanding of students’ everyday academic resilience. Journal of School Psychology, 46, 53–83. https://doi.org/10.1016/j.jsp.2007.01.002.

Martin, A. J., Marsh, H. W., & Debus, R. L. (2003). Self-handicapping and defensive pessimism: A model of self-protection from a longitudinal perspective. Contemporary Educational Psychology, 28, 1–36. https://doi.org/10.1016/S0361-476X(02)00008-5.

Martin, A. J., Marsh, H. W., McInerney, D., & Green, J. (2009). Young people’s interpersonal relationships and academic and nonacademic outcomes: Scoping the relative salience of teachers, parents, same-sex peers, and opposite-sex. Teachers College Record, 1–7. Retrieved from http://www.tcrecord.org/Content.asp?ContentId=15593.

Martin, A. J., Marsh, H. W., McInerney, D. M., Green, J., & Dowson, M. (2007). Getting along with teachers and parents: The yields of good relationships for students’ achievement motivation and self-esteem. Australian Journal of Guidance and Counselling, 17, 109–125. https://doi.org/10.1375/ajgc.17.2.109.

Martin, A. J., Way, J., Bobis, J., & Anderson, J. (2015). Exploring the ups and downs of mathematics engagement in the middle years of school. Journal of Early Adolescence, 35, 199–244. https://doi.org/10.1177/0272431614529365.CrossRef

McFarland, L., Murray, E., & Phillipson, S. (2016). Student – teacher relationships and student self-concept: Relations with teacher and student gender. Australian Journal of Education, 60, 5–25. https://doi.org/10.1177/0004944115626426.CrossRef

Meredith, W. (1993). Measurement invariance, factor analysis and factorial invariance. Psychometrika, 58, 535–543. https://doi.org/10.1007/BF02294825.CrossRef

Moore McBride, A., Chung, S., & Robertson, A. (2016). Preventing academic disengagement through a middle school–based social and emotional learning program. Journal of Experiential Education, 39, 370–385. https://doi.org/10.1177/1053825916668901.CrossRef

Muthén, L. K., & Muthén, B. O. (2015). Mplus user’s guide. 7th edn. Los Angeles, CA: Muthén & Muthén.

Reddy, R., Rhodes, J., & Mulhall, P. (2003). The influence of teacher support on student adjustment in the middle school years: A latent growth curve study. Development and Psychopathology, 15, 119–138. https://doi.org/10.1017/S0954579403000075.

Reeve, J. (2009). Why teachers adopt a controlling motivating style toward students and how they can become more autonomy supportive. Educational Psychologist, 44, 159–175. https://doi.org/10.1080/00461520903028990.CrossRef

Reichenberg, O. (2017). Student behavioural disengagement, peer encouragement and the school curriculum: A mechanism approach. Educational Studies, advanced online publication. https://doi.org/10.1080/03055698.2017.1347491.

Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. Methods of Psychological Research Online, 8, 23–74.

Schwinger, M., Wirthwein, L., Lemmer, G., & Steinmayr, R. (2014). Academic self- handicapping and achievement: a meta-analysis. Journal of Educational Psychology, 106, 744–761. https://doi.org/10.1037/a0035832.CrossRef

Shapka, J. D., Onditi, H. Z., Collie, R. J., & Lapidot-Lefler, N. (2018). Cyberbullying and cybervictimization within a cross-cultural context: A study of Canadian and Tanzanian adolescents. Child Development, 89, 89–99. https://doi.org/10.1111/cdev.12829.

Shin, H., & Ryan, A. M. (2014). Early adolescent friendships and academic adjustment: Examining selection and influence processes with longitudinal social network analysis. Developmental Psychology, 50, 2462–2472. https://doi.org/10.1037/a0037922.CrossRefPubMed

Shin, H., & Ryan, A. M. (2017). Friend influence on early adolescent disruptive behavior in the classroom: Teacher emotional support matters. Developmental Psychology, 53, 114–125. https://doi.org/10.1037/dev0000250.

Skinner, E., Furrer, C., Marchand, G., & Kindermann, T. (2008). Engagement and disaffection in the classroom: Part of a larger motivational dynamic? Journal of Educational Psychology, 100, 765–781. https://doi.org/10.1037/a0012840.

Urdan, T., & Midgley, C. (2001). Academic self-handicapping: What we know, what more there is to learn. Educational Psychology Review, 13, 115–138. https://doi.org/10.1023/A:1009061303214.

Van de gaer, E., Pustjens, H., Van Damme, J., & De Munter, A. (2009). School engagement and language achievement: A longitudinal study of gender differences across secondary school. Merrill-Palmer Quarterly, 55, 373–405. https://doi.org/10.1353/mpq.0.0034.

Vollet, J. W., Kindermann, T. A., & Skinner, E. A. (2017). In peer matters, teachers matter: Peer group influences on students’ engagement depend on teacher involvement. Journal of Educational Psychology. Advance online publication. https://doi.org/10.1037/edu0000172.

Wang, M.-T., & Eccles, J. S. (2012). Social support matters: Longitudinal effects of social support on three dimensions of school engagement from middle to high school. Child Development, 83, 877–895. https://doi.org/10.1111/j.1467-8624.2012.01745.x.

Wentzel, K. R., Baker, S. A., & Russell, S. L. (2012). Young adolescents’ perceptions of teachers’ and peers’ goals as predictors of social and academic goal pursuit. Applied Psychology, 61, 605–633. https://doi.org/10.1111/j.1464-0597.2012.00508.x.CrossRef

Wickrama, K. A. S., Lee, T. K., O’Neal, C. W., & Lorenz, F. O. (2016). Higher-order growth curves and mixture modeling with Mplus: a practical guide. New York, NY: Routledge.CrossRef

Wray-Lake, L., Crouter, A. C., & McHale, S. M. (2010). Developmental patterns in decision-making autonomy across middle childhood and adolescence: European American parents’ perspectives. Child Development, 81, 636–651. https://doi.org/10.1111/j.1467-8624.2009.01420.x.

Titel: Understanding Girls’ Disengagement: Identifying Patterns and the Role of Teacher and Peer Support using Latent Growth Modeling
Auteurs: Emma C. Burns
Keiko C. P. Bostwick
Rebecca J. Collie
Andrew J. Martin
Publicatiedatum: 11-02-2019
Uitgeverij: Springer US
Gepubliceerd in: Journal of Youth and Adolescence / Uitgave 5/2019
Print ISSN: 0047-2891
Elektronisch ISSN: 1573-6601
DOI: https://doi.org/10.1007/s10964-019-00986-4

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 5/2019

Building Grit: The Longitudinal Pathways between Mindset, Commitment, Grit, and Academic Outcomes

Evaluation of a Whole-School Change Intervention: Findings from a Two-Year Cluster-Randomized Trial of the Restorative Practices Intervention

Mary Robertson: Growing Up Queer: Kids and the Remaking of LGBT Identity

Developing Morality, Competence, and Sociability in Adolescence: A Longitudinal Study of Gender Differences

Child Effects on Lability in Parental Warmth and Hostility: Moderation by Parents’ Internalizing Problems

Ellen Walser deLara: Bullying Scars: The Impact on Adult Life and Relationships