Development of school engagement in association with academic success and well-being in varying social contexts: A review of empirical research.

By K. Upadyaya, K. Salmela‐Aro. 2013

376 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/710584a7745ec3e50e6533b8402b7a0b1edbf0a8

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In Clinical Psychology

In Education

Citations in the corpus

A Research Synthesis of the Associations Between Socioeconomic Background, Inequality, School Climate, and Academic Achievement (2017, background): “Additional central dimensions of climate identified in this synthesis and a recent systematic review (Upadyaya & Salmela-Aro, 2015) are a sense of connectedness and engagement to the school and feeling safe at school.”
Academic Engagement: An Overview of Its Definitions, Dimensions, and Major Conceptualisations (2016, methodology): “…construct extensively in the last seven decades, and the literature generally reflects substantial variations in its terms, definitions, and coverage (Appleton et al., 2008; Baron & Corbin, 2012; Fredricks et al., 2004; Klem & Connell, 2004; Sharma & Bhaumik, 2013; Upadyaya & Salmela-Aro, 2013).”
The role of perceived autonomy support in predicting university students’ academic success mediated by academic self-efficacy and school engagement (2019, background): “In the same vein, Upadyaya & Salmela-Aro (2013) found high school engagement was associated to success at school, and at the same time also associated to students’ positive emotions and life satisfaction, two measures of well-being.”
Teacher support and math engagement: roles of academic self-efficacy and positive emotions (2018, background): “…can facilitate academic achievement, decrease dropout rates and promote positive gains in study (Archambault, Janosz, Morizot, & Pagani, 2009; Upadyaya & Salmela-Aro, 2013), and some have indicated that academic engagement is a robust predictor of adaptive behaviours and psychological…”
Study engagement and burnout profiles among Finnish higher education students (2017, methodology): “In line with the demands-resources model in work (Bakker & Demerouti, 2006) and school (Upadyaya & Salmela-Aro, 2013) contexts, study-related burnout and low engagement could be related to depressive symptoms and to impaired quality of life (e.g., Kasen, Johnson, & Cohen, 1990).”
Dark and bright sides of thriving – school burnout and engagement in the Finnish context (2017, background): “…the level of overall engagement might be low during post-comprehensive education, we found that it may increase after the transition to higher education or work (upadyaya & Salmela-Aro, 2013), as for some young adults the new study or work environment may provide a better person-environment fit.”