Exploring A Complex Model Of Student Engagement In Middle School: Academic Self-Efficacy Beliefs And Achievement

<p>A significant body of research and literature supports that student engagement in school is critical to academic outcomes. Research also finds that students’ beliefs about their ability to be successful at academic tasks will significantly influence their achievement also. The aim of this study is to explore the impact of academic self-efficacy on achievement in school, as mediated by levels of student engagement. The sample size was approximately 400 students enrolled in the 7th and 8th grade at one middle school building. In order to assess the extent of academic self-efficacy, the Academic Efficacy scale was utilized. In order to measure cognitive, behavioral and affective engagement, the Student Engagement Instrument (SEI) and The Engagement vs. Disaffection with Learning questionnaire were administered. Levels of previous and current student achievement were collected from the CORE reading Curriculum-Based Measures, English Language Arts and Math grades (converted to GPA) as well as NWEA Measures of Academic Progress. Results of the study did not support the hypothesized model. However, academic-self efficacy was found to be related to student engagement and previous and current achievement. Further, previous achievement was a significant predictor of current achievement.</p>

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Open Access Dissertation

Discipline thesis:degree_discipline

Educational Psychology

Year dc:date.available

2015

Author dc:creator

• Brennan, Mary Beth

Contributors dc:contributor

• Jina Yoon

• Educational Psychology

Repository record dc:identifier

https://digitalcommons.wayne.edu/oa_dissertations/1392

OAI identifier oai:identifier

oai:digitalcommons.wayne.edu:oa_dissertations-2391