Cultural universality and specificity of student engagement in school: The results of an international study from 12 countries

Detalhes bibliográficos
Autor(a) principal: Lam, Shui-fong
Data de Publicação: 2016
Outros Autores: Jimerson, Shane, Shin, Hyeonsook, Cefai, Carmel, Veiga, Feliciano Henriques, Hatzichristou, Chryse, Polychroni, Fotini, Kikas, Eve, Wong, Bernard P. H., Stanculescu, Elena, Basnett, Julie, Duck, Robert, Farrell, Peter, Liu, Yi, Negovan, Valeria, Nelson, Brett, Yang, Hongfei, Zollneritsch, Josef
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: http://hdl.handle.net/10451/22695
Resumo: The Hong Kong subproject was supported by the Quality Education Fund of the Education Bureau in Hong Kong, whereas the Portuguese subproject was supported by the Portuguese Foundation for Science and Technology and by the Institute of Education of the University of Lisbon. The data of this paper were part of the data collected in a multinational project initiated by the International School Psychology Association.
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spelling Cultural universality and specificity of student engagement in school: The results of an international study from 12 countriesStudent engamentSchool ContexUniversalitySpecificityThe Hong Kong subproject was supported by the Quality Education Fund of the Education Bureau in Hong Kong, whereas the Portuguese subproject was supported by the Portuguese Foundation for Science and Technology and by the Institute of Education of the University of Lisbon. The data of this paper were part of the data collected in a multinational project initiated by the International School Psychology Association.Background. A comprehensive understanding of the contextual factors that are linked to student engagement requires research that includes cross-cultural perspectives. Aims. This study investigated how student engagement in school is associated with grade, gender, and contextual factors across 12 countries. It also investigated whether these associations vary across countries with different levels of individualism and socioeconomic development. Samples. The participants were 3,420 7th, 8th, and 9th grade students from Austria, Canada, China, Cyprus, Estonia, Greece, Malta, Portugal, Romania, South Korea, the United Kingdom, and the United States. Methods. The participants completed a questionnaire to report their engagement in school, the instructional practices they experienced, and the support they received from teachers, peers, and parents. Hierarchical linear modelling was used to examine the effects at both student and country levels. Results. The results across countries revealed a decline in student engagement from Grade 7 to Grade 9, with girls reporting higher engagement than boys. These trends did not vary across the 12 countries according to the Human Development Index and Hofstede’s Individualism Index. Most of the contextual factors (instructional practices, teacher support, and parent support) were positively associated with student engagement. With the exception that parent support had a stronger association with student engagement in countries with higher collectivism, most of the associations between the contextual factors and student engagement did not vary across countries. Conclusions. The results indicate both cultural universality and specificity regarding contextual factors associated with student engagement in school. They illustrate the advantages of integrating etic and emic approaches in cross-cultural investigations.Repositório da Universidade de LisboaLam, Shui-fongJimerson, ShaneShin, HyeonsookCefai, CarmelVeiga, Feliciano HenriquesHatzichristou, ChrysePolychroni, FotiniKikas, EveWong, Bernard P. H.Stanculescu, ElenaBasnett, JulieDuck, RobertFarrell, PeterLiu, YiNegovan, ValeriaNelson, BrettYang, HongfeiZollneritsch, Josef2016-02-18T18:15:09Z20162016-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10451/22695engLam, S.-f., Jimerson, S., Shin, H., Cefai, C., Veiga, F. H., Hatzichristou, C., et al. (2016), Cultural universality and specificity of student engagement in school: The results of an international study from 12 countries. British Journal of Educational Psychology, 86(1), 137-153.10.1111/bjep.12079metadata only accessinfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-11-08T16:10:03Zoai:repositorio.ul.pt:10451/22695Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T21:40:12.600574Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv Cultural universality and specificity of student engagement in school: The results of an international study from 12 countries
title Cultural universality and specificity of student engagement in school: The results of an international study from 12 countries
spellingShingle Cultural universality and specificity of student engagement in school: The results of an international study from 12 countries
Lam, Shui-fong
Student engament
School Contex
Universality
Specificity
title_short Cultural universality and specificity of student engagement in school: The results of an international study from 12 countries
title_full Cultural universality and specificity of student engagement in school: The results of an international study from 12 countries
title_fullStr Cultural universality and specificity of student engagement in school: The results of an international study from 12 countries
title_full_unstemmed Cultural universality and specificity of student engagement in school: The results of an international study from 12 countries
title_sort Cultural universality and specificity of student engagement in school: The results of an international study from 12 countries
author Lam, Shui-fong
author_facet Lam, Shui-fong
Jimerson, Shane
Shin, Hyeonsook
Cefai, Carmel
Veiga, Feliciano Henriques
Hatzichristou, Chryse
Polychroni, Fotini
Kikas, Eve
Wong, Bernard P. H.
Stanculescu, Elena
Basnett, Julie
Duck, Robert
Farrell, Peter
Liu, Yi
Negovan, Valeria
Nelson, Brett
Yang, Hongfei
Zollneritsch, Josef
author_role author
author2 Jimerson, Shane
Shin, Hyeonsook
Cefai, Carmel
Veiga, Feliciano Henriques
Hatzichristou, Chryse
Polychroni, Fotini
Kikas, Eve
Wong, Bernard P. H.
Stanculescu, Elena
Basnett, Julie
Duck, Robert
Farrell, Peter
Liu, Yi
Negovan, Valeria
Nelson, Brett
Yang, Hongfei
Zollneritsch, Josef
author2_role author
author
author
author
author
author
author
author
author
author
author
author
author
author
author
author
author
dc.contributor.none.fl_str_mv Repositório da Universidade de Lisboa
dc.contributor.author.fl_str_mv Lam, Shui-fong
Jimerson, Shane
Shin, Hyeonsook
Cefai, Carmel
Veiga, Feliciano Henriques
Hatzichristou, Chryse
Polychroni, Fotini
Kikas, Eve
Wong, Bernard P. H.
Stanculescu, Elena
Basnett, Julie
Duck, Robert
Farrell, Peter
Liu, Yi
Negovan, Valeria
Nelson, Brett
Yang, Hongfei
Zollneritsch, Josef
dc.subject.por.fl_str_mv Student engament
School Contex
Universality
Specificity
topic Student engament
School Contex
Universality
Specificity
description The Hong Kong subproject was supported by the Quality Education Fund of the Education Bureau in Hong Kong, whereas the Portuguese subproject was supported by the Portuguese Foundation for Science and Technology and by the Institute of Education of the University of Lisbon. The data of this paper were part of the data collected in a multinational project initiated by the International School Psychology Association.
publishDate 2016
dc.date.none.fl_str_mv 2016-02-18T18:15:09Z
2016
2016-01-01T00:00:00Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://hdl.handle.net/10451/22695
url http://hdl.handle.net/10451/22695
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv Lam, S.-f., Jimerson, S., Shin, H., Cefai, C., Veiga, F. H., Hatzichristou, C., et al. (2016), Cultural universality and specificity of student engagement in school: The results of an international study from 12 countries. British Journal of Educational Psychology, 86(1), 137-153.
10.1111/bjep.12079
dc.rights.driver.fl_str_mv metadata only access
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rights_invalid_str_mv metadata only access
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dc.format.none.fl_str_mv application/pdf
dc.source.none.fl_str_mv reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron:RCAAP
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reponame_str Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
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repository.name.fl_str_mv Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
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