The Relationship Between Student Voice and Student Engagement in Urban High Schools

Drawing on student self-report survey data, this study examines student engagement across 67 urban high schools in the School District of Philadelphia. Results show that schools with higher rates of affective, behavioral, and cognitive engagement differ significantly from schools with other engageme...

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Detalles Bibliográficos
Autores principales: Conner, Jerusha, Posner, Michael, Nsowaa, Bright
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer Netherlands 2022
Materias:
Article
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9219399/
https://www.ncbi.nlm.nih.gov/pubmed/35761953
http://dx.doi.org/10.1007/s11256-022-00637-2
Descripción
Sumario:Drawing on student self-report survey data, this study examines student engagement across 67 urban high schools in the School District of Philadelphia. Results show that schools with higher rates of affective, behavioral, and cognitive engagement differ significantly from schools with other engagement profiles in students’ average reports of teacher care and student voice. Path analyses lend support for self-determination theory and corroborate qualitative research that observes that student voice can improve student engagement. By highlighting the roles of teacher care and feelings of competence and belonging, this study identifies key means by which student voice influences student engagement. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1007/s11256-022-00637-2.

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