Identifying Key Predictors of Academic Engagement in Low-Performing Schools: The Interplay Between Social Context and Psychological Factors
DOI:
https://doi.org/10.62775/edukasia.v5i1.1348Keywords:
Academic Engagement, Social Context Factors, Psychological FactorsAbstract
Research shows that students’ academic engagement is influenced by both social and psychological factors. This study aims to explore which aspects of social context (family, school, and community), and psychological traits (self-efficacy, perseverance, and resilience) affect academic engagement. A quantitative approach with correlational design and multiple regression analysis was used. The research included 437 students from primary and junior high schools, focusing on 15 schools identified as having low to medium academic performance. The findings indicate that within the social context, family-related factors, particularly parental supervision, along with the number of teachers, are significant predictors of academic engagement. Among psychological factors, self-efficacy, perseverance, and resilience all positively influence engagement, with self-efficacy being the most significant. Overall, psychological factors were found to have a stronger impact on academic engagement than social factors. The study concludes that despite challenges such as socioeconomic disadvantages and limited support from schools and communities, students can still achieve better academic outcomes if they develop key psychological strengths. Providing interventions that promote self-belief and motivation can help students cultivate self-efficacy, perseverance, and resilience, which are critical for their future success. This highlights the importance of nurturing these traits to improve academic engagement and achievement.
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References
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Bowes, J. (2018). Preferred Learning Style and Academic Self-Efficacy as Predictors of Academic Engagement amongst University Students.
Bryce, C., Bradley, R., Abry, T., Swanson, J., & Thompson, M. (2019). Parents' and teachers' academic influences, behavioral engagement, and first- and fifth-grade achievement.. School psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association. https://doi.org/10.1037/spq0000297.
Cassidy, S. (2015). Resilience Building in Students: The Role of Academic Self-Efficacy. Frontiers in Psychology, 6. https://doi.org/10.3389/fpsyg.2015.01781.
Chung, C., & Mason, M. (2012). Why do primary school students drop out in poor, rural China? A portrait sketched in a remote mountain village. International Journal of Educational Development, 32(4), 537-545.
Deci, E. L., & Ryan, R. M. (2000). The" what" and" why" of goal pursuits: Human needs and the self-determination of behavior. Psychological inquiry, 11(4), 227-268.
Dotterer, A., & Lowe, K. (2011). Classroom Context, School Engagement, and Academic Achievement in Early Adolescence. Journal of Youth and Adolescence, 40, 1649-1660. https://doi.org/10.1007/s10964-011-9647-5.
Duckworth, A. (2016). Grit: The power of passion and perseverance (Vol. 234). New York, NY: Scribner.
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Duckworth, A. L., & Quinn, P. D. (2009). Development and validation of the Short Grit Scale (GRIT–S). Journal of personality assessment, 91(2), 166-174.
Dweck, C. S., & Master, A. (2009). Self-Th eories and Motivation: Students’ Beliefs About Intelligence. In Handbook of motivation at school (pp. 137-154). Routledge.
Ersoy, N. C., & Peker, M. (2020). The relationship between self-efficacy and GPA: The roles of academic engagement and time management. Türk Psikoloji Dergisi, 35(85), 97-99.
Fallon, C. M. (2010). School factors that promote academic resilience in urban Latino high school students (Doctoral dissertation, Loyola University Chicago).
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109.
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Mahdiuon, R., Salimi, G., & Raeisy, L. (2020). Effect of social media on academic engagement and performance: Perspective of graduate students. Education and Information technologies, 25(4), 2427-2446.
Marks, G., & McMillan, J. (2007). Stratification in higher education: A comparative study.
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Meng, Q., & Zhang, Q. (2023). The Influence of Academic Self-Efficacy on University Students’ Academic Performance: The Mediating Effect of Academic Engagement. Sustainability. https://doi.org/10.3390/su15075767.
Martin, A. J., & Marsh, H. W. (2006). Academic resilience and its psychological and educational correlates: A construct validity approach. Psychology in the Schools, 43(3), 267-281.
Nevala, A. M., Hawley, J., Stokes, D., Slater, K., Souto-Otero, M., Santos, R., & Manoudi, A. (2011). Reducing early school leaving in the EU. Brussels: European Parliament. Retrieved from http://www.europarl.europa.eu/RegData/etudes/etudes/join/2011/460048/IPOL-CULT_ET%282011% 29460048%28SUM01%29_EN.pdf
Perry, J., Liu, X., & Pabian, Y. (2010). School Engagement as a Mediator of Academic Performance Among Urban Youth: The Role of Career Preparation, Parental Career Support, and Teacher Support. The Counseling Psychologist, 38, 269 - 295. https://doi.org/10.1177/0011000009349272.
Qudsyi, H., Husnita, I., Mulya, R., Jani, A., & Arifani, A. (2020). Student Engagement Among High School Students: Roles of Parental Involvement, Peer Attachment, Teacher Support, and Academic Self-Efficacy. , 241-251. https://doi.org/10.2991/assehr.k.200129.032.
Rimfeld, K., Kovas, Y., Dale, P. S., & Plomin, R. (2016). True grit and genetics: Predicting academic achievement from personality. Journal of personality and social psychology, 111(5), 780.
Rodriguez, R. J., & Elbaum, B. (2013). The Role of Student–Teacher Ratio in Parents’ Perceptions of Schools’ Engagement Efforts. The Journal of Educational Research, 107(1), 69–80. https://doi.org/10.1080/00220671.2012.753856
Rulida, E., & Dioso, E. (2024). TEACHERS INTERPERSONAL BEHAVIOR AND PARENTAL ENGAGEMENT IN RELATION TO THE STUDENT’S ACADEMIC PERFORMANCE. EPRA International Journal of Multidisciplinary Research (IJMR). https://doi.org/10.36713/epra17723.
Rumberger, R., & Lim, S. (2008). Why students drop out of school: A review of 25 years of research. Santa Barbara: Californian Dropout Research Project.
Schiefele, U. (2009). Situational and individual interest. In Handbook of motivation at school (pp.197-219). Routledge.
Schunk, D. H., & Pajares, F. (2009). Self-Effi cacy Theory. In Handbook of motivation at school (pp. 49-68). Routledge.
Sherer, M., Maddux, J. E., Mercandante, B., Prentice-Dunn, S., Jacobs, B., & Rogers, R. W. (1982). The self-efficacy scale: Construction and validation. Psychological reports, 51(2), 663-671.
Sirin, S. R. (2005). Socioeconomic status and academic achievement: A meta-analytic review of research. Review of Educational Research, 75(3), 417–453. https://doi.org/10.3102/00346543075003417
Thorsen, C., Yang Hansen, K., & Johansson, S. (2021). The mechanisms of interest and perseverance in predicting achievement among academically resilient and non‐resilient students: Evidence from Swedish longitudinal data. British Journal of Educational Psychology, e12431.
Usher, E. L., & Pajares, F. (2008). Self-efficacy for self-regulated learning: A validation study. Educational and psychological measurement, 68(3), 443-463.
Yu, X., Chen, Y., Yang, C., Yang, X., Chen, X., & Dang, X. (2022). How does parental involvement matter for children's academic achievement during school closure in primary school?. The British journal of educational psychology, e12526 . https://doi.org/10.1111/bjep.12526.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman
Bernard, B. 1993. Fostering resilience in kids. Educational Leadership, 51(3): 444–498.
Bowes, J. (2018). Preferred Learning Style and Academic Self-Efficacy as Predictors of Academic Engagement amongst University Students.
Bryce, C., Bradley, R., Abry, T., Swanson, J., & Thompson, M. (2019). Parents' and teachers' academic influences, behavioral engagement, and first- and fifth-grade achievement.. School psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association. https://doi.org/10.1037/spq0000297.
Cassidy, S. (2015). Resilience Building in Students: The Role of Academic Self-Efficacy. Frontiers in Psychology, 6. https://doi.org/10.3389/fpsyg.2015.01781.
Chung, C., & Mason, M. (2012). Why do primary school students drop out in poor, rural China? A portrait sketched in a remote mountain village. International Journal of Educational Development, 32(4), 537-545.
Deci, E. L., & Ryan, R. M. (2000). The" what" and" why" of goal pursuits: Human needs and the self-determination of behavior. Psychological inquiry, 11(4), 227-268.
Dotterer, A., & Lowe, K. (2011). Classroom Context, School Engagement, and Academic Achievement in Early Adolescence. Journal of Youth and Adolescence, 40, 1649-1660. https://doi.org/10.1007/s10964-011-9647-5.
Duckworth, A. (2016). Grit: The power of passion and perseverance (Vol. 234). New York, NY: Scribner.
Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: perseverance and passion for long-term goals. Journal of personality and social psychology, 92(6), 1087.
Duckworth, A. L., & Quinn, P. D. (2009). Development and validation of the Short Grit Scale (GRIT–S). Journal of personality assessment, 91(2), 166-174.
Dweck, C. S., & Master, A. (2009). Self-Th eories and Motivation: Students’ Beliefs About Intelligence. In Handbook of motivation at school (pp. 137-154). Routledge.
Ersoy, N. C., & Peker, M. (2020). The relationship between self-efficacy and GPA: The roles of academic engagement and time management. Türk Psikoloji Dergisi, 35(85), 97-99.
Fallon, C. M. (2010). School factors that promote academic resilience in urban Latino high school students (Doctoral dissertation, Loyola University Chicago).
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109.
Griffith, C. (2012). Parental engagement on student academic self-efficacy and educational attainment expectation for immigrant youth. . https://doi.org/10.18297/ETD/533.
Hattie, J., Hodis, F. A., & Kang, S. H. (2020). Theories of motivation: Integration and ways forward. Contemporary Educational Psychology, 61, 101865.
Hoy, W. K., Tarter, C. J., & Hoy, A. W. (2006). Academic optimism of schools: A force for student achievement. American educational research journal, 43(3), 425-446.
Khourunnisa. K., & Purwandari, E. (2023). Student Engagement Models: Parental Support, Academic Self-Efficacy, and the Teacher-Student Relationship. Jurnal Iqra' : Kajian Ilmu Pendidikan. https://doi.org/10.25217/ji.v8i2.4010.
Lubovsky, D. (2019). Studies of the psychological well-being of low-performing students in US schools. Современная зарубежная психология. https://doi.org/10.17759/jmfp.2019080104.
Mahdiuon, R., Salimi, G., & Raeisy, L. (2020). Effect of social media on academic engagement and performance: Perspective of graduate students. Education and Information technologies, 25(4), 2427-2446.
Marks, G., & McMillan, J. (2007). Stratification in higher education: A comparative study.
In: Y. Shavit, R. Arum, & A. Gamoran (Eds.), Australia: Changes in socioeconomic inequalities in university participation (pp. 351–373). Stanford, CA: Stanford University Press.
Meng, Q., & Zhang, Q. (2023). The Influence of Academic Self-Efficacy on University Students’ Academic Performance: The Mediating Effect of Academic Engagement. Sustainability. https://doi.org/10.3390/su15075767.
Martin, A. J., & Marsh, H. W. (2006). Academic resilience and its psychological and educational correlates: A construct validity approach. Psychology in the Schools, 43(3), 267-281.
Nevala, A. M., Hawley, J., Stokes, D., Slater, K., Souto-Otero, M., Santos, R., & Manoudi, A. (2011). Reducing early school leaving in the EU. Brussels: European Parliament. Retrieved from http://www.europarl.europa.eu/RegData/etudes/etudes/join/2011/460048/IPOL-CULT_ET%282011% 29460048%28SUM01%29_EN.pdf
Perry, J., Liu, X., & Pabian, Y. (2010). School Engagement as a Mediator of Academic Performance Among Urban Youth: The Role of Career Preparation, Parental Career Support, and Teacher Support. The Counseling Psychologist, 38, 269 - 295. https://doi.org/10.1177/0011000009349272.
Qudsyi, H., Husnita, I., Mulya, R., Jani, A., & Arifani, A. (2020). Student Engagement Among High School Students: Roles of Parental Involvement, Peer Attachment, Teacher Support, and Academic Self-Efficacy. , 241-251. https://doi.org/10.2991/assehr.k.200129.032.
Rimfeld, K., Kovas, Y., Dale, P. S., & Plomin, R. (2016). True grit and genetics: Predicting academic achievement from personality. Journal of personality and social psychology, 111(5), 780.
Rodriguez, R. J., & Elbaum, B. (2013). The Role of Student–Teacher Ratio in Parents’ Perceptions of Schools’ Engagement Efforts. The Journal of Educational Research, 107(1), 69–80. https://doi.org/10.1080/00220671.2012.753856
Rulida, E., & Dioso, E. (2024). TEACHERS INTERPERSONAL BEHAVIOR AND PARENTAL ENGAGEMENT IN RELATION TO THE STUDENT’S ACADEMIC PERFORMANCE. EPRA International Journal of Multidisciplinary Research (IJMR). https://doi.org/10.36713/epra17723.
Rumberger, R., & Lim, S. (2008). Why students drop out of school: A review of 25 years of research. Santa Barbara: Californian Dropout Research Project.
Schiefele, U. (2009). Situational and individual interest. In Handbook of motivation at school (pp.197-219). Routledge.
Schunk, D. H., & Pajares, F. (2009). Self-Effi cacy Theory. In Handbook of motivation at school (pp. 49-68). Routledge.
Sherer, M., Maddux, J. E., Mercandante, B., Prentice-Dunn, S., Jacobs, B., & Rogers, R. W. (1982). The self-efficacy scale: Construction and validation. Psychological reports, 51(2), 663-671.
Sirin, S. R. (2005). Socioeconomic status and academic achievement: A meta-analytic review of research. Review of Educational Research, 75(3), 417–453. https://doi.org/10.3102/00346543075003417
Thorsen, C., Yang Hansen, K., & Johansson, S. (2021). The mechanisms of interest and perseverance in predicting achievement among academically resilient and non‐resilient students: Evidence from Swedish longitudinal data. British Journal of Educational Psychology, e12431.
Usher, E. L., & Pajares, F. (2008). Self-efficacy for self-regulated learning: A validation study. Educational and psychological measurement, 68(3), 443-463.
Yu, X., Chen, Y., Yang, C., Yang, X., Chen, X., & Dang, X. (2022). How does parental involvement matter for children's academic achievement during school closure in primary school?. The British journal of educational psychology, e12526 . https://doi.org/10.1111/bjep.12526.
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2024-06-30
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Identifying Key Predictors of Academic Engagement in Low-Performing Schools: The Interplay Between Social Context and Psychological Factors. (2024). EDUKASIA Jurnal Pendidikan Dan Pembelajaran, 5(1), 2581-2602. https://doi.org/10.62775/edukasia.v5i1.1348
