The primary purpose of this study is to investigate if there is a relationship between the social engagement and academic engagement of 3rd, 5th, and 7th grade students. The secondary purpose of this study is to examine whether a student's grade level contributes to the strength of this relationship. Sixty-one (31 males and 30 females) 3rd, 5th, and 7th grade students, between the ages of 8 and 13, participated in this study. They were recruited from both elementary and middle schools in a suburban New Jersey school district. Each student was observed for 15 minutes and the student's adaptive and maladaptive behaviors were recorded during this period to generate an academic engagement percentile score for the student. Then, the students completed The Friendship Features Scale to in order to establish a social engagement score for each student. The scores from each of these measures were analyzed using both Pearson correlations and tests of significance (One-way ANOVA). The results suggest that the positive correlation between academic and social engagement is stronger for males than it is for females. The researcher also found that 7th grade students are significantly less engaged in academic activities than 3rd or 5th grade students.
","abstract_html":"<p>The primary purpose of this study is to investigate if there is a relationship between the social engagement and academic engagement of 3<sup>rd</sup>, 5<sup>th</sup>, and 7<sup>th</sup> grade students. The secondary purpose of this study is to examine whether a student's grade level contributes to the strength of this relationship. Sixty-one (31 males and 30 females) 3<sup>rd</sup>, 5<sup>th</sup>, and 7<sup>th</sup> grade students, between the ages of 8 and 13, participated in this study. They were recruited from both elementary and middle schools in a suburban New Jersey school district. Each student was observed for 15 minutes and the student's adaptive and maladaptive behaviors were recorded during this period to generate an academic engagement percentile score for the student. Then, the students completed The Friendship Features Scale to in order to establish a social engagement score for each student. The scores from each of these measures were analyzed using both Pearson correlations and tests of significance (One-way ANOVA). The results suggest that the positive correlation between academic and social engagement is stronger for males than it is for females. The researcher also found that 7<sup>th</sup> grade students are significantly less engaged in academic activities than 3<sup>rd</sup> or 5<sup>th</sup> grade students.</p>","abstract_has_math":false,"creators":["Williams, Christine Marie"],"institution":null,"degree_name":"M.A. in School Psychology","degree_level":"Thesis","degree_discipline":"Educational Services and Leadership","degree_department":null,"school":null,"contributors":["Dihoff, Roberta"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2006,"date_issued":"2006-05-09T07:00:00Z","date_published":"2006-05-09T07:00:00Z","updated_at":"2026-07-24T04:13:52Z","subjects":["Education, Elementary--Research--New Jersey; Educational psychology--New Jersey","Educational Psychology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/955","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dihoff, Roberta"]},{"key":"dc:creator","label":"Author","values":["Williams, Christine Marie"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-04-07T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Services and Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. in School Psychology"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Elementary--Research--New Jersey; Educational psychology--New Jersey","Educational Psychology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/955"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The primary purpose of this study is to investigate if there is a relationship between the social engagement and academic engagement of 3rd, 5th, and 7th grade students. The secondary purpose of this study is to examine whether a student's grade level contributes to the strength of this relationship. Sixty-one (31 males and 30 females) 3rd, 5th, and 7th grade students, between the ages of 8 and 13, participated in this study. They were recruited from both elementary and middle schools in a suburban New Jersey school district. Each student was observed for 15 minutes and the student's adaptive and maladaptive behaviors were recorded during this period to generate an academic engagement percentile score for the student. Then, the students completed The Friendship Features Scale to in order to establish a social engagement score for each student. The scores from each of these measures were analyzed using both Pearson correlations and tests of significance (One-way ANOVA). The results suggest that the positive correlation between academic and social engagement is stronger for males than it is for females. The researcher also found that 7th grade students are significantly less engaged in academic activities than 3rd or 5th grade students.
"]},{"key":"dc:title","label":"Title","values":["The relationship between social engagement and academic engagement in a group of 3rd, 5th, and 7th grade students"]}]}],"canonical_facts":{"dc:contributor":["Dihoff, Roberta"],"dc:creator":["Williams, Christine Marie"],"dc:date.available":["2016-04-07T07:00:00Z"],"dc:description.abstract":["The primary purpose of this study is to investigate if there is a relationship between the social engagement and academic engagement of 3rd, 5th, and 7th grade students. The secondary purpose of this study is to examine whether a student's grade level contributes to the strength of this relationship. Sixty-one (31 males and 30 females) 3rd, 5th, and 7th grade students, between the ages of 8 and 13, participated in this study. They were recruited from both elementary and middle schools in a suburban New Jersey school district. Each student was observed for 15 minutes and the student's adaptive and maladaptive behaviors were recorded during this period to generate an academic engagement percentile score for the student. Then, the students completed The Friendship Features Scale to in order to establish a social engagement score for each student. The scores from each of these measures were analyzed using both Pearson correlations and tests of significance (One-way ANOVA). The results suggest that the positive correlation between academic and social engagement is stronger for males than it is for females. The researcher also found that 7th grade students are significantly less engaged in academic activities than 3rd or 5th grade students.
"],"dc:identifier":["https://rdw.rowan.edu/etd/955"],"dc:subject":["Education, Elementary--Research--New Jersey; Educational psychology--New Jersey","Educational Psychology"],"dc:title":["The relationship between social engagement and academic engagement in a group of 3rd, 5th, and 7th grade students"],"thesis:degree_discipline":["Educational Services and Leadership"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. in School Psychology"]},"updated_at":"2026-07-24T04:13:52Z"}