Retention in school: could student’s affective engagement play an essential role in its prevention?

Detalhes bibliográficos
Autor(a) principal: Silva,Cláudia Ribeiro da
Data de Publicação: 2021
Outros Autores: Veiga,Feliciano, Pinto,Élia Silva, Ferreira,Isabel
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: http://scielo.pt/scielo.php?script=sci_arttext&pid=S0873-30152021000100059
Resumo: Abstract Introduction: In Portugal, the retention in school presents worrying figures. The indicator "Direct Paths to Success", created by the Ministry of Education, shows that the majority of students who did not finish secondary school in 2019 was because they failed a year or had a negative score in at least one of the national exams. Out of a universe of 456,368 students, only 201,937 (44%) had the so-called "direct success path". (Source: http://infoescolas.mec.pt/ 02/2019) Objetives: The main goal of this study is to inquire if the students who had been held back were the ones who showed at the beginning of the school year less emotional commitment in comparison with students that moved forward. Methods: The sample comprises 330 students from the 10th grade of a secondary school in Lisbon, and the data were collected using a scale proposed by Veiga (2013, 2014, 2016) - Student’s Engagement in School (EAE-E4D), at the end of the first school term. Results: Considerable differences emerged between the two groups in all the items of the affective dimension. The group retained had the worst results. Conclusion: The students’ affective engagement is crucial for academic success, and school should promote it through strategies that can provide their well-being and prevent retention.
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spelling Retention in school: could student’s affective engagement play an essential role in its prevention?student’s affective engagementretention in schoolacademic achievementAbstract Introduction: In Portugal, the retention in school presents worrying figures. The indicator "Direct Paths to Success", created by the Ministry of Education, shows that the majority of students who did not finish secondary school in 2019 was because they failed a year or had a negative score in at least one of the national exams. Out of a universe of 456,368 students, only 201,937 (44%) had the so-called "direct success path". (Source: http://infoescolas.mec.pt/ 02/2019) Objetives: The main goal of this study is to inquire if the students who had been held back were the ones who showed at the beginning of the school year less emotional commitment in comparison with students that moved forward. Methods: The sample comprises 330 students from the 10th grade of a secondary school in Lisbon, and the data were collected using a scale proposed by Veiga (2013, 2014, 2016) - Student’s Engagement in School (EAE-E4D), at the end of the first school term. Results: Considerable differences emerged between the two groups in all the items of the affective dimension. The group retained had the worst results. Conclusion: The students’ affective engagement is crucial for academic success, and school should promote it through strategies that can provide their well-being and prevent retention.Instituto Politécnico de Viseu (IPV)2021-04-01info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articletext/htmlhttp://scielo.pt/scielo.php?script=sci_arttext&pid=S0873-30152021000100059Millenium - Journal of Education, Technologies, and Health n.14 2021reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPenghttp://scielo.pt/scielo.php?script=sci_arttext&pid=S0873-30152021000100059Silva,Cláudia Ribeiro daVeiga,FelicianoPinto,Élia SilvaFerreira,Isabelinfo:eu-repo/semantics/openAccess2024-02-06T17:10:13Zoai:scielo:S0873-30152021000100059Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T02:21:50.634866Repositório 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 Retention in school: could student’s affective engagement play an essential role in its prevention?
title Retention in school: could student’s affective engagement play an essential role in its prevention?
spellingShingle Retention in school: could student’s affective engagement play an essential role in its prevention?
Silva,Cláudia Ribeiro da
student’s affective engagement
retention in school
academic achievement
title_short Retention in school: could student’s affective engagement play an essential role in its prevention?
title_full Retention in school: could student’s affective engagement play an essential role in its prevention?
title_fullStr Retention in school: could student’s affective engagement play an essential role in its prevention?
title_full_unstemmed Retention in school: could student’s affective engagement play an essential role in its prevention?
title_sort Retention in school: could student’s affective engagement play an essential role in its prevention?
author Silva,Cláudia Ribeiro da
author_facet Silva,Cláudia Ribeiro da
Veiga,Feliciano
Pinto,Élia Silva
Ferreira,Isabel
author_role author
author2 Veiga,Feliciano
Pinto,Élia Silva
Ferreira,Isabel
author2_role author
author
author
dc.contributor.author.fl_str_mv Silva,Cláudia Ribeiro da
Veiga,Feliciano
Pinto,Élia Silva
Ferreira,Isabel
dc.subject.por.fl_str_mv student’s affective engagement
retention in school
academic achievement
topic student’s affective engagement
retention in school
academic achievement
description Abstract Introduction: In Portugal, the retention in school presents worrying figures. The indicator "Direct Paths to Success", created by the Ministry of Education, shows that the majority of students who did not finish secondary school in 2019 was because they failed a year or had a negative score in at least one of the national exams. Out of a universe of 456,368 students, only 201,937 (44%) had the so-called "direct success path". (Source: http://infoescolas.mec.pt/ 02/2019) Objetives: The main goal of this study is to inquire if the students who had been held back were the ones who showed at the beginning of the school year less emotional commitment in comparison with students that moved forward. Methods: The sample comprises 330 students from the 10th grade of a secondary school in Lisbon, and the data were collected using a scale proposed by Veiga (2013, 2014, 2016) - Student’s Engagement in School (EAE-E4D), at the end of the first school term. Results: Considerable differences emerged between the two groups in all the items of the affective dimension. The group retained had the worst results. Conclusion: The students’ affective engagement is crucial for academic success, and school should promote it through strategies that can provide their well-being and prevent retention.
publishDate 2021
dc.date.none.fl_str_mv 2021-04-01
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dc.publisher.none.fl_str_mv Instituto Politécnico de Viseu (IPV)
publisher.none.fl_str_mv Instituto Politécnico de Viseu (IPV)
dc.source.none.fl_str_mv Millenium - Journal of Education, Technologies, and Health n.14 2021
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
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