School social organization influences adolescents' cognitive engagement with school : the role of school support for learning and of autonomy

Detalhes bibliográficos
Autor(a) principal: Moreira, Paulo
Data de Publicação: 2020
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: http://hdl.handle.net/11067/6355
https://doi.org/10.1016/j.lindif.2020.101885
Resumo: 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
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spelling School social organization influences adolescents' cognitive engagement with school : the role of school support for learning and of autonomyAdolescenceStudent engagement;School social organizationLongitudinalMultilevelThis 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/S1041608020300650Correspondence concerning this article should be addressed to Prof. Paulo Moreira, Instituto de Psicologia e de Ciências da Educação, Universidade Lusíada, Rua de Moçambique 21 e 71, Porto 4100-348, Portugal. Email: paulomoreira@por.ulusiada.ptSchool-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.Elsevier, Science Direct2022-06-23T17:10:50Z2022-06-232020-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/11067/6355https://doi.org/10.1016/j.lindif.2020.101885http://hdl.handle.net/11067/6355engMoreira, 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 1041-60801041-6080http://creativecommons.org/licenses/by-nc/4.0/info:eu-repo/semantics/openAccessMoreira, Pauloreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2024-01-04T01:52:49Zoai:repositorio.ulusiada.pt:11067/6355Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T01:29:09.811080Repositório 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 School social organization influences adolescents' cognitive engagement with school : the role of school support for learning and of autonomy
title School social organization influences adolescents' cognitive engagement with school : the role of school support for learning and of autonomy
spellingShingle School social organization influences adolescents' cognitive engagement with school : the role of school support for learning and of autonomy
Moreira, Paulo
Adolescence
Student engagement;
School social organization
Longitudinal
Multilevel
title_short School social organization influences adolescents' cognitive engagement with school : the role of school support for learning and of autonomy
title_full School social organization influences adolescents' cognitive engagement with school : the role of school support for learning and of autonomy
title_fullStr School social organization influences adolescents' cognitive engagement with school : the role of school support for learning and of autonomy
title_full_unstemmed School social organization influences adolescents' cognitive engagement with school : the role of school support for learning and of autonomy
title_sort School social organization influences adolescents' cognitive engagement with school : the role of school support for learning and of autonomy
author Moreira, Paulo
author_facet Moreira, Paulo
author_role author
dc.contributor.author.fl_str_mv Moreira, Paulo
dc.subject.por.fl_str_mv Adolescence
Student engagement;
School social organization
Longitudinal
Multilevel
topic Adolescence
Student engagement;
School social organization
Longitudinal
Multilevel
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
publishDate 2020
dc.date.none.fl_str_mv 2020-01-01T00:00:00Z
2022-06-23T17:10:50Z
2022-06-23
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/11067/6355
https://doi.org/10.1016/j.lindif.2020.101885
http://hdl.handle.net/11067/6355
url http://hdl.handle.net/11067/6355
https://doi.org/10.1016/j.lindif.2020.101885
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv 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
1041-6080
dc.rights.driver.fl_str_mv http://creativecommons.org/licenses/by-nc/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv http://creativecommons.org/licenses/by-nc/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Elsevier, Science Direct
publisher.none.fl_str_mv Elsevier, Science Direct
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
instname_str Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
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reponame_str Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
collection Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
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