Please use this identifier to cite or link to this item: http://hdl.handle.net/11067/6355
Title: School social organization influences adolescents' cognitive engagement with school : the role of school support for learning and of autonomy
Author: Moreira, Paulo
Advisor: Lee, Valerie E.
Keywords: Adolescence
Student engagement;
School social organization
Longitudinal
Multilevel
Issue Date: 2020
Publisher: Elsevier, Science Direct
Citation: Moreira, P.; Lee, V. E. (2020). School social organization influences adolescents' cognitive engagement with school : the role of school support for learning and of autonomy support.Learning and Individual Differences, V. 80, 2020, 101885, ISSN 1041-6080
Abstract: School-effects research has provided insights into what schools can do to keep their students engaged. Further studies with a multidimensional perspective of engagement are required to elucidate the precise roles of different features of school social organization in promoting different dimensions of engagement. This longitudinal study examined the influences of social support from teachers and peers, as well as autonomy support, on students’ trajectories of cognitive engagement. The sample (n = 2646) included two cohorts of students who attended the same schools (n = 70) across two academic years: between 7th and 8th, and 10th to 11th grades. Given the multilevel nature of our research question, we used Hierarchical Linear Modeling (HLM) methods. Cognitive engagement declined over time. This decline was less pronounced in schools where social support from peers and autonomy support were more prevalent. These findings are important because they imply schools can lessen their students’ declining cognitive engagement by promoting social support and autonomy support.
Description: This document is the authors’ version of the final accepted manuscript, published online 11/05/2020 by Learning and Individual Differences doi: 10.1016/j.lindif.2020.101885 https://www.sciencedirect.com/science/article/pii/S1041608020300650
Peer reviewed: yes
URI: https://doi.org/10.1016/j.lindif.2020.101885
http://hdl.handle.net/11067/6355
ISSN: 1041-6080
Document Type: Article
Appears in Collections:[ILID-CIPD] Artigos

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