engleski

School connectedness and engagement as determinants of children’s academic achievement

Findings from previous studies showed that supportive and responsive relationships within families foster school success. Similarly, a supportive social environment in school can promote school success among children and adolescents. This study examined to what extant children’s academic achievement is determined by their connection to school and school engagement. The sample included 397 children (203 girls) aged from 11 to 15 years. Data on children’s academic achievement, connection to school (McNeely, 2005) and school engagement (Fredricks et al., 2005) were collected. The results showed that students who have high emotional and behavioral components of school engagement and good relationships with their teachers also have high academic achievement. The findings of this study suggest that children’s emotional and behavioral engagement in school contribute positively to their academic achievement. The direction of relationship between a positive bond with school and academic achievement of children is discussed in this report.

school connectedness; school engagement; academic achievement; school success; children

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