Exploring School Engagement of Middle-Class African American Adolescents

By Selcuk R. Sirin, L. Rogers-Sirin. 2004

168 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/22698e97f7952eb9e2e81f64c3bc2c70130972f6

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In Clinical Psychology

In Education

Citations in the corpus

School Belonging: A Review of the History, Current Trends, and Future Directions (2016, background): “…described using a range of terms, including school connectedness (Jose, Ryan, & Pryor, 2012; Libbey, 2004), school bonding (Hawkins et al., 1996), school identification (Sirin & Rogers-Sirin, 2004; Wang & Eccles, 2012), school attachment (Hallinan, 2008) and a sense of community (Osterman, 2000).”
The Relationship Between Student Engagement and Academic Performance: Is It a Myth or Reality? (2014, methodology): “Studies using measures of emotional engagement combined with behavioral engagement (Borman & Overman, 2004; Connell, Spencer, & Aber, 1994; Sirin & Rogers-Sirin, 2004) have generally found a positive relationship between engagement and academic performance.”
Implications of Out-of-School Activities for School Engagement in African American Adolescents (2007, background): “Research linking school engagement to other academic outcomes has documented that students who are engaged in school are more likely to succeed in school and less likely to drop out (Finn and Rock, 1997; Holland and Andre, 1987; Mahoney, 2000; Sirin and Sirin, 2004).”
Parents’ Relationships and Involvement: Effects on Students’ School Engagement and Performance (2008, background): “While Sirin and Rogers-Sirin (2004) found students’ performance was enhanced by behavioral and emotional engagement of students and was related to strong parent-student relationship, they ignored the links between parent-student relationship and students’ school engagement.”
Transactional associations between classroom engagement and relations with teachers from first through fourth grade (2013, background): “For youngsters, engagement is amalleable process that evolves over time and is responsive to the interpersonal transactions in the classroom environment (SimonsMorton & Chen, 2009; Sirin & Rogers-Sirin, 2004).”
A phenomenographic investigation of teacher conceptions of student engagement in learning (2008, background): “... in extracurricular activities (Finn & Voelkl, 1993; Jordan & Nettles, 1999; O’Brien & Rollefson, 1995), enhance relationships with adults in the school and community (Brewster & Bowen, 2004; Lamborn, Brown, Mounts, & Steinberg, 1992), reform curriculum and pedagogy (Shernoff, Csikszentmihalyi, S”
Joint trajectories of behavioral, affective, and cognitive engagement in elementary school (2017, background): “Student engagement is a malleable process that begins in early school years and evolves over time in response to the interpersonal transactions children have in their classroom environments (Simons-Morton & Chen, 2009; Sirin & Rogers-Sirin, 2004).”
Researching “Black” Educational Experiences and Outcomes: Theoretical and Methodological Considerations (2007, background): “For some recent examples, see Diamond and Gomez (2004), Harding (2006), Horton-Ikard and Miller (2004), Lareau (2000, 2003), Horvat, Weininger, and Lareau (2003), Rothstein (2004), and Sirin and Rogers-Sirin (2004).”
Parental Involvement in Middle School: A Meta-Analytic Assessment of the Strategies That Promote Achievement (2009, methodology): “We received one response with correlations for the middleschool-age sample for the data reported in Sirin and Rogers-Sirin (2004).”
Student engagement as a function of environmental complexity in high school classrooms (2016, background): “Research has shown that student engagement is positively related to academic performance, and that disengagement leads to poor academic performance in a variety of subjects (Kelly, 2008; Sirin & Rogers-Sirin, 2004).”