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Ethnicity, self-concept, and school belonging: Effects on school engagement
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This study examined the relationship of self-concept, school belonging, school engagement to school performance of Caucasian-
and African-American students. The main purpose is to assess the ethnicity-based differences in these psycho-social constructs
and to explore their differential relationship to school achievement in high-school students from different ethnic background.
The data were collected through a survey questionnaire in three school divisions in the Southwest region of Virginia of the
United States. The results showed significant ethnicity-based difference in self-concept and in school engagement, but no
significant difference in school belonging. The achievement differences were also significant, Caucasian students being higher
on self-reported grades. In the regression model, self-concept was not a significant predictor of school outcomes, while school
belonging had a significant relationship to school achievement for African-American students. Both self-concept and school
engagement were significant for Caucasian students. The findings of the study provide better understanding of the relationship
of these variables to school achievement and point to some policy-relevant implications.
KeywordsEthnicity-Self-concept-School belonging-School engagement
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... Furthermore, self-concept and school engagement are positively associated, according to a study conducted by Singh, Chang, and Dika [17] on secondary school students in three western areas of Virginia, the United States. They came to the conclusion that students with a strong self-concept are more likely to feel like they belong at school, be happy while learning, and be engaged in school. ...
... The present finding supports previous researches conducted on the area. For instance, according to a study conducted by Singh, Chang, and Dika [17] on secondary school students in three western areas of Virginia in the United States, self-concept and school engagement are positively associated. According to the research, self-concept is strongly related to school belonging, enjoyment of learning, and school engagement [11], [18]. ...
p> The objective of this study was to examine the role of academic self-concept (ASC) in predicting adolescent students’ school engagement by using a cross-sectional research design. Data was collected from 278 (149 males and 129 females) Ethiopian adolescents aged 15 to 20 years old. The result of regression analysis indicated that socioeconomic status (SES) and ASC significantly contributed to the overall school engagement score and the four components of school engagement (behavioral, emotional, cognitive, and agentic engagement). Additionally, the results from hierarchical regression revealed that SES significantly moderated the relationship between ASC and school engagement (β3=1.323; ∆R2=.033, p<.01). However, gender and grade level did not significantly relate to school engagement. As conclusion, ASC is a significant personal trait that has been linked to school engagement in which students from high SES are more advantageous regardless of their gender and grade levels. </p
... Given that selfconcept is influenced by social factors, such as social comparisons, sense of safety at school and teacher-student relationships, school belonging may also influence academic or ability self-concept. Indeed, one study found a moderate correlation between school belonging and academic self-concept (Singh et al., 2010). ...
In this chapter we use rich longitudinal data to examine the typical growth of vocabulary in children as they age from 4 years onwards. Vocabulary is a robust indicator of language development and of early cognitive growth. The data demonstrate the surprising variability among children of similar ages in their early cognitive growth. This variability leads to difficulties in predicting early vulnerability and in subsequently selecting children for targeted interventions. By examining the developmental circumstances that accelerate or retard changes in the growth of this aspect of language development we assess the implications of the findings for the subsequent population reach and actual participation of children in programs designed to reach those who are variously vulnerable.
... Given that selfconcept is influenced by social factors, such as social comparisons, sense of safety at school and teacher-student relationships, school belonging may also influence academic or ability self-concept. Indeed, one study found a moderate correlation between school belonging and academic self-concept (Singh et al., 2010). ...
In this chapter we provide a brief summary of the key themes of the book, identify emerging directions and challenges in life course theory and data designs and highlight some policy challenges for researchers going forward.
... Given that selfconcept is influenced by social factors, such as social comparisons, sense of safety at school and teacher-student relationships, school belonging may also influence academic or ability self-concept. Indeed, one study found a moderate correlation between school belonging and academic self-concept (Singh et al., 2010). ...
The intergenerational transmission of socio-economic status is driven to a significant extent through parents with higher socio-economic status providing advantages to their children as they move through the education system. At the same time, attainment of higher education credentials constitutes an important pathway for upwards social mobility among individuals from low socio-economic family backgrounds. Given the critical importance of higher education for socio-economic outcomes of children, this chapter focuses on young people’s journeys into and out of university. Drawing on the life course approach and opportunity pluralism theory, we present a conceptual model of the university student life cycle that splits individuals’ higher education trajectories into three distinct stages: access, participation and post-participation. Using this model as a guiding framework, we present a body of recent Australian evidence on differences in pathways through the higher education system among individuals from low and high socio-economic status (SES) backgrounds. In doing so, we pay attention to factors such as family material circumstances, students’ school experiences and post-school plans, and parental education and expectations—all of which constitute important barriers to access, participation and successful transitions out of higher education for low SES students. Overall, our results indicate that socio-economic background plays a significant role in shaping outcomes at various points of individual’s educational trajectories. This is manifested by lower chances amongst low-SES individuals to access and participate in higher education, and to find satisfying and secure employment post-graduation. Our findings bear important implications for educational and social policy.
... Given that selfconcept is influenced by social factors, such as social comparisons, sense of safety at school and teacher-student relationships, school belonging may also influence academic or ability self-concept. Indeed, one study found a moderate correlation between school belonging and academic self-concept (Singh et al., 2010). ...
Loneliness is emerging as a significant issue in modern societies with impacts on health and wellbeing. Many of the existing studies on loneliness focus on its contemporaneous correlates. Drawing on life course and cumulative disadvantage theory and data from qualitative interviews with 50 older adults living in the community, we examine how past events shape variations in later-life loneliness. We identify four factors that are of significance for understanding loneliness: (1) Formation of social networks; (2) history of familial support; (3) relocation and migration, and (4) widowhood and separation. Our findings point to the importance of maintenance of social ties over the adult life course while at the same time highlighting how disruptions to social networks impact on later-life loneliness. We also find that loneliness and disadvantage, like other social or health outcomes, compound over time.
... Given that selfconcept is influenced by social factors, such as social comparisons, sense of safety at school and teacher-student relationships, school belonging may also influence academic or ability self-concept. Indeed, one study found a moderate correlation between school belonging and academic self-concept (Singh et al., 2010). ...
There is an emerging academic and public policy discourse about better research engagement, impact and policy translation. In this chapter we examine the place of research in making ‘real world’ impact on the social policies and practices affecting Australian families, especially the transmission of (dis)advantage over the life course and across generations. We begin by briefly reflecting on the influence of ‘policy research’ in shaping Australia’s early social development through the 1907 Basic Wage Case by Justice Higgins (The Harvester judgement), which placed the intersection of work and family life at the centre of economic and social policy debates. While historical, these reforms laid the foundations for what can be seen as tentative life course social policy frameworks engaged in the dynamics of family life from birth to death, changing family structures, and increasing economic and gender inequality. We then examine selected historical and contemporary social policy episodes consistent with the book’s central themes where research from academia, the public sector and civil society has been impactful in key national and state-based policy systems such as social security, balancing work and family, child care, addressing gender inequality and support for vulnerable and complex families.
... Given that selfconcept is influenced by social factors, such as social comparisons, sense of safety at school and teacher-student relationships, school belonging may also influence academic or ability self-concept. Indeed, one study found a moderate correlation between school belonging and academic self-concept (Singh et al., 2010). ...
Connection with Country, community, and culture lies at the heart of Aboriginal and Torres Strait Islander peoples’ health and wellbeing. Although there is some evidence on the role of cultural identity on the mental health of Indigenous adults, this relationship is relatively unexplored in the context of Indigenous Australian children. Robust empirical evidence on the role of cultural identity for social and emotional wellbeing is necessary to design and develop effective interventions and approaches for improving the mental health outcomes for Indigenous Australian children. Drawing on data from the Longitudinal Study of Indigenous Children (LSIC), we explore social and emotional wellbeing in Indigenous Australian children and assesses whether cultural identity protects against social-emotional problems in Indigenous children. The results show that Indigenous children with strong cultural identity and knowledge are less likely to experience social and emotional problems than their counterparts. Our work provides further evidence to support the change from a deficit narrative to a strengths-based discourse for improved health and wellbeing of Indigenous Australian children.
... Given that selfconcept is influenced by social factors, such as social comparisons, sense of safety at school and teacher-student relationships, school belonging may also influence academic or ability self-concept. Indeed, one study found a moderate correlation between school belonging and academic self-concept (Singh et al., 2010). ...
Having a job is an important indicator of economic and social wellbeing, and two-earner families are becoming the norm rather than the exception. As a result, many more women, including mothers, are in the labour force now than ever before. Balancing family and work responsibilities therefore becomes ever more important, not just for women but also men who are sharing the caring load with their partners, especially when young pre-school children are present. However, employment is not equally distributed across families, and some families have noone in a job which leads to financial vulnerability. Even one-earner families that depend on a low-skilled, low-wage earner may struggle to get by and provide their children with the opportunities to succeed in life and achieve mental, physical and financial wellbeing. This may lead to the intergenerational transmission of disadvantage and poor outcomes from parents to children. Gender inequality and ongoing inequalities relating to gender divisions in work and family may lead to women being particularly vulnerable in terms of earnings capacity and retirement savings when a relationship ends. One-parent families are specifically at risk as they often have no partner with whom to share the care-taking role, making work-family balance difficult to achieve. In this chapter we review the Australian evidence on these issues and provide policy implications.
Abstrak; Penelitian ini dilakukan untuk mengetahui pengaruh self-efficacy, konsep diri dan dukungan sosial terhadap school engagement. Sampel penelitian adalah 213 santri kelas 1&2 SMA Pondok Pesantren Modern Assa’adah yang diambil menggunakan teknik simple random sampling. Analisis data digunakan Multiple Regression Analysis. Hasil penelitian menunjukan ada pengaruh yang signifikan self-efficacy, konsep diri dan dukungan sosial terhadap school engagement. Proporsi varians dari school engagement yang dijelaskan oleh semua independent variable sebesar 97.9% sisanya dipengaruhi oleh variabel lain. Hasil uji hipotesis minor menunjukan bahwa delapan dari sebelas variabel memiliki pengaruh yang signifikan diantaranya initiative, persistence, effort, evaluasi diri, attachment, guidance, reassurance of worth and social integration. Sedangkan variabel lainnya tidak memiliki pengaruh signifikan terhadap school engagement.
This chapter reviews the recent research on motivation, beliefs, values, and goals, focusing on developmental and educational psychology. The authors divide the chapter into four major sections: theories focused on expectancies for success (self-efficacy theory and control theory), theories focused on task value (theories focused on intrinsic motivation, self-determination, flow, interest, and goals), theories that integrate expectancies and values (attribution theory, the expectancy-value models of Eccles et al., Feather, and Heckhausen, and self-worth theory), and theories integrating motivation and cognition (social cognitive theories of self-regulation and motivation, the work by Winne & Marx, Borkowski et al., Pintrich et al., and theories of motivation and volition). The authors end the chapter with a discussion of how to integrate theories of self-regulation and expectancy-value models of motivation and suggest new directions for future research.
This article discusses the development and validation of a measure of adolescent students' perceived belonging or psychological membership in the school environment. An initial set of items was administered to early adolescent students in one suburban middle school (N = 454) and two multi-ethnic urban junior high schools (N = 301). Items with low variability and items detracting from scale reliability were dropped, resulting in a final 18-item Psychological Sense of School Membership (PSSM) scale, which had good internal consistency reliability with both urban and suburban students and in both English and Spanish versions. Significant findings of several hypothesized subgroup differences in psychological school membership supported scale construct validity. The quality of psychological membership in school was found to be substantially correlated with self-reported school motivation, and to a lesser degree with grades and with teacher-rated effort in the cross-sectional scale development studies and in a subsequent longitudinal project. Implications for research and for educational practice, especially with at-risk students, are discussed.
This article discusses the development and validation of a measure of adolescent students' perceived belonging or psychological membership in the school environment. An initial set of items was administered to early adolescent students in one suburban middle school (N = 454) and two multi‐ethnic urban junior high schools (N = 301). Items with low variability and items detracting from scale reliability were dropped, resulting in a final 18‐item Psychological Sense of School Membership (PSSM) scale, which had good internal consistency reliability with both urban and suburban students and in both English and Spanish versions. Significant findings of several hypothesized subgroup differences in psychological school membership supported scale construct validity. The quality of psychological membership in school was found to be substantially correlated with self‐reported school motivation, and to a lesser degree with grades and with teacher‐rated effort in the cross‐sectional scale development studies and in a subsequent longitudinal project. Implications for research and for educational practice, especially with at‐risk students, are discussed.
Research on dropping out of school has focused on characteristics of the individual or institution that correlate with the dropout decision. Many of these characteristics are nonmanipulable, and all are measured at one point in time, late in the youngster’s school career. This paper describes two models for understanding dropping out as a developmental process that may begin in the earliest grades. The frustration-self-esteem model has been used for years in the study of juvenile delinquency; it identifies school failure as the starting point in a cycle that may culminate in the student’s rejecting, or being rejected by, the school. The participation-identification model focuses on students’ “involvement in schooling,” with both behavioral and emotional components. According to this formulation, the likelihood that a youngster will successfully complete 12 years of schooling is maximized if he or she maintains multiple, expanding forms of participation in school-relevant activities. The failure of a youngster to participate in school and class activities, or to develop a sense of identification with school, may have significant deleterious consequences. The ability to manipulate modes of participation poses promising avenues for further research as well as for intervention efforts.
Close to 140 studies comprising an African-American empirical literature on motivation were reviewed. The review was organized around five topics subsumed under three broader assumptions about the relationship between ethnic minority status and motivation. First, research on the achievement motive was reviewed to examine the belief that African Americans lack certain personality traits deemed necessary for achievement strivings. Second, the empirical literatures on locus of control and causal attributions were summarized to investigate the assumption that African Americans are less likely to believe in internal or personal control of outcomes, the belief system that theoretically should accompany high achievement-related behavior. And third, research on expectancy of success and self-concept of ability was reviewed to examine the hypothesis that African Americans have negative self-views about their competence. None of these assumptions was supported in the review. In fact, African Americans appear to mai...
The emotional and physical withdrawal of many students from school may be associated with students' failure to identify with school. Identification was defined as having a sense of belonging in school and valuing school and school-related outcomes. This study investigated the antecedents of students' identification with school, namely, longitudinal patterns of academic achievement and classroom participation among 1,335 white and African-American students. Since many researchers have asserted that disidentification from school is particularly prevalent among African-American students, racial group differences were also examined. African-American and female students had higher levels of identification with school than did white and male students, respectively. Classroom participation and academic achievement were significant predictors of identification. While African-American students had higher levels of identification than did white students, their positive feelings were not attributable to prior academic achievement. Research implications include early efforts to interrupt the process of disidentification, such as encouraging students' classroom participation.
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