Problems of the relationship between school involvement and academic achievements in modern teenagers 208
PhD in Psychology, Leading Researcher, Department of Psychology of Self-regulation, Psychological Institute of Russian Academy of Education, Moscow, Russia
Researcher, Psychological Institute of the Russian Academy of Education, Moscow, Russia
PhD in Psychology, Senior Researcher, Psychological Institute of the Russian Academy of Education, Moscow, Russia
The article focuses on the current problem of school involvement as a predictor of high academic performance. It is based on the data of international studies, which underlie the presented analysis of the factors that support and weaken this involvement. The special thing about the study is the analysis of the age specificity of engagement, which is still in the process of its evolvement, and also attention to the difficulties of Generation Z adolescents, who are especially vulnerable in the situation of the coronavirus epidemic due to high personal anxiety. Two leading approaches to school involvement are reviewed: The North American model by Fredricks et al. (2004) and the European Approach by Schaufeli et al. (2002). Insufficient knowledge of the cognitive aspect of involvement was revealed in terms of the development of conscious self-regulation and resilience, which are resources for overcoming difficulties in learning and overcoming stressful situations. A theoretical model is proposed concerning the relationship between school involvement and academic performance with factors that support and hinder involvement. The model will allow us to study the specifics of the causal relationships between the constructs under study, analyze the age aspect of the formation of involvement, and offer predictive models of the efficiency of school involvement in predicting academic achievement.
The research was carried out with the financial support of the Russian Science Foundation within the framework of the scientific project 20-18-00470 “Self-regulation and school involvement as psychological resources of academic success: a longitudinal study”.
- Kutuzova D. Organizatsiya deyatel'nosti i stil' samoregulyatsii kak faktory
professional'nogo vygoraniya pedagoga-psikhologa. Diss. kand. psikhol. nauk.
[Organization of activities and style of self-regulation as factors of
professional burnout of a teacher-psychologist. Ph. D. (Psychology) diss.].
Moscow, 2006. 213 p. (In Russ.).
- Legostaeva E.S., Okonechnikova L.V., Denisova D.S. Zhiznestoikost',
samootsenka i motivatsiya kak lichnostnye faktory uspeshnosti obucheniya
starsheklassnikov [Resilience, self-esteem and motivation as personal factors
for the success of senior school students]. Pedagogicheskoe obrazovanie v
Rossii = Pedagogical Education in Russia, 2019. Vol. 8. P. 149–156.
DOI:10.26170/po19-08-19 (In Russ.).
- Ivanova T.Yu. et al. Sovremennye problemy izucheniya lichnostnykh resursov
v professional'noi deyatel'nosti [Contemporary Issues in the Research of
Personality Resources at Work] [Elektronnyi resurs]. Organizatsionnaya
psikhologiya = Organizational psychology, 2018. Vol. 8, no. 1, pp. 85–121.
URL: https://orgpsyjournal.hse.ru/2018-8-1/218051322.html (Accessed
28.07.2020). (In Russ.).
- Roorda D.L. et al. Affective Teacher–Student Relationships and Students'
Engagement and Achievement: A Meta-Analytic Update and Test of the Mediating
Role of Engagement. School Psychology Review, 2017. Vol. 46, no. 3, pp.
- Alrashidi O., Phan H., Ngu B. Academic engagement: an overview of its
definitions, dimensions, and major conceptualisations. International
Education Studies, 2016. Vol. 9, no. 12, pp. 41–52.
- Audas R., Willms J.D. Engagement and dropping out of school: A life-course
perspective [Elektronnyi resurs]. Hull, Québec: Human Resources Development
Canada, 2002. 62 p. URL:
- Baker J.A. Contributions of teacher-child relationships to positive
adjustment during elementary school. Journal of School Psychology, 2006.
Vol. 44, no. 3, pp. 211–229. DOI:10.1016/j.jsp.2006.02.002
- Bakker A., Demerouti E. Job demands–resources theory. Wellbeing: A
Complete Reference Guide, 2014. Vol. 3, part 2, pp. 37–64.
- Bergin C., Bergin D. Attachment in the classroom. Educational Psychology
Review, 2009. Vol. 21, no. 2, pp. 141–170.
- Schaufeli W. et al. Burnout and engagement in university students: a
cross-national study. Journal Cross Cultur Psychol, 2002. Vol. 33,
no. 5. P. 464–481. DOI:10.1177/0022022102033005003
- Castellano M., Stringfield S., Stone J. Secondary Career and Technical
Education and Comprehensive School Reform: Implications for Research and
Practice [Elektronnyi resurs]. Review of Educational Research, 2003.
Vol. 73, no. 2, pp. 231–272. URL: https://www.jstor.org/stable/3516092
- Cleary T.J., Zimmerman B.J. A Cyclical Self-Regulatory Account of Student
Engagement: Theoretical Foundations and Applications. In Christenson S.L.
(ed.), Handbook of Research on Student Engagement. MA, Boston: Springer,
2012, pp. 237–257. DOI:10.1007/978-1-4614-2018-7_11
- Conner J.O., Pope D.C. Not just robo-students: Why full engagement matters
and how schools can promote it. Journal of Youth and Adolescence, 2013.
Vol. 42, no. 9, pp. 1426–1442.
- Csikszentmihalyi M. Happiness, flow, and economic equality. American
Psychologist, 2000. Vol. 55, no. 10, pp. 1163–1164.
- Skinner E. et al. Engagement and disaffection in the classroom: Part of a
larger motivational dynamic? Journal of Educational Psychology, 2008.
Vol. 100, no. 4, pp. 765–781. DOI:10.1037/a0012840
- Finn J.D., Rock D.A. Academic success among students at risk for school
failure. Journal of applied psychology, 1997. Vol. 82, no. 2, pp.
- Fredricks J., Reschly A., Christenson S. Handbook of student engagement
interventions: working with disengaged students. London; San Diego: Academic
Press, 2019. 410 p.
- Fredricks J.A., Blumenfeld P.C., Paris A.H. School engagement: Potential of
the concept, state of the evidence. Review of educational research,
2004. Vol. 74, no. 1, pp. 59–109. DOI:10.3102/00346543074001059
- Handbook of research on student engagement. Christenson S.L., Reschly A.L.,
Wylie C. (eds.). New York: Springer Science & Business Media, 2012. 840
- Kobasa S.C., Maddi S.R., Kahn S. Hardiness and health: a prospective study.
Journal of personality and social psychology, 1982. Vol. 42, no. 1, pp.
- Mohr K.J., Mohr E. Understanding Generation Z Students to Promote a
Contemporary Learning Environment. Journal on Empowering Teaching
Excellence, 2017. Vol. 1, no. 1, pp. 84–94. DOI:10.15142/T3M05T
- Newmann F.M. Student engagement and achievement in American secondary
schools. New York: Teachers College Press, 1992. 243 p.
- Nota L., Soresi S., Zimmerman B.J. Self-regulation and academic achievement
and resilience: A longitudinal study. International journal of educational
research, 2004. Vol. 41, no. 3, pp. 198–215.
- Ouweneel E., Le Blanc P.M., Schaufeli W.B. On being grateful and kind:
Results of two randomized controlled trials on study-related emotions and
academic engagement. The Journal of psychology, 2014. Vol. 148, no. 1,
pp. 37–60. DOI:10.1080/00223980.2012.742854
- Patrick H., Ryan A.M., Kaplan A. Early adolescents' perceptions of the
classroom social environment, motivational beliefs, and engagement. Journal
of educational psychology, 2007. Vol. 99, no. 1, pp. 83–98.
- Wehlage G.G. et al. Reducing the risk: Schools as communities of support.
Philadelphia: The Falmer Press, Taylor & Francis Inc, 1989. 275 p.
- Trzesniewski K.H. et al. Revisiting the association between reading
achievement and antisocial behavior: New evidence of an environmental
explanation from a twin study. Child development, 2006. Vol. 77, no. 1,
pp. 72–88. DOI:10.1111/j.1467-8624.2006.00857.x
- Ripke M.N., Huston A.C., Casey D.M. Low-Income Children's Activity
Participation as a Predictor of Psychosocial and Academic Outcomes in Middle
Childhood and Adolescence. In Huston A.C., Ripke M.N. (eds.), Cambridge
studies in social and emotional development. Developmental contexts in middle
childhood: Bridges to adolescence and adulthood. Cambridge University
Press, 2006, pp. 260–282.
- Ripski M.B., Gregory A. Unfair, unsafe, and unwelcome: Do high school
students' perceptions of unfairness, hostility, and victimization in school
predict engagement and achievement? Journal of School Violence, 2009.
Vol. 8, no. 4, pp. 355–375. DOI:10.1080/15388220903132755
- Rothman D. A Tsunami of learners called Generation Z [Elektronnyi resurs].
Rothman D. A Tsunami of learners called Generation Z [Электронный
ресурс]. 2016. 5 p. URL:
обращения: 28.07.2020). URL:
- Seemiller C., Grace M. Generation Z goes to college. New York: John Wiley
& Sons, 2016. 320 p.
- Kenny M.E. et al. Setting the stage: Career development and the student
engagement process. Journal of Counseling Psychology, 2006. Vol. 53, no.
2, pp. 272–279. DOI:10.1037/0022-0220.127.116.112
- Hughes J.N. et al. Teacher-student support, effortful engagement, and
achievement: A 3-year longitudinal study. Journal of educational
psychology, 2008. Vol. 100, no. 1, pp. 1–14.
- Lam S. et al. Understanding student engagement with a contextual model. In
Christenson S.L., Reschly A.L., Wylie C. (eds.), Handbook of research on
student engagement. Boston, MA: Springer, 2012. P. 403–419.
- Vasalampi K., Salmela-Aro K., Nurmi J.E. Adolescents’ self-concordance,
school engagement, and burnout predict their educational trajectories.
European psychologist, 2009. Vol. 14, no. 4, pp. 332–341.
- Wang M., Deng X., Du X. Harsh parenting and academic achievement in Chinese
adolescents: Potential mediating roles of effortful control and classroom
engagement. Journal of School Psychology, 2018. Vol. 67, pp. 16–30.
- Wang M.T., Holcombe R. Adolescents’ perceptions of school environment,
engagement, and academic achievement in middle school. American educational
research journal, 2010. Vol. 47, no. 3, pp. 633–662.
- Wolters C., Taylor D.A. Self-regulated Learning Perspective on Student
Engagement [Elektronnyi resurs]. In Christenson S.L., Reschly A.L., Wylie C.
(eds.), Handbook of research on student engagement. Boston, MA:
Springer, 2012, pp. 635–653. URL:
- Yazzie-Mintz E. Leading for Engagement. Principal Leadership, 2010.
Vol. 10, no. 7, pp. 54–58.