Further Evidence of an Engagement–Achievement Paradox Among U.S. High School Students

By David J. Shernoff, Jennifer A. Schmidt. 2008

235 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/bfd72f1fb7a230b74b42c7d51549de5ea1fb6945

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In Experimental and Cognitive Psychology

In Safety Research

In Social Psychology

Citations in the corpus

Optimal Learning Environments to Promote Student Engagement (2013, background): “…it is the students who are the most successful in school and from the most affl uent communities who experience classes to be the most mind-numbingly boring, who do drugs most frequently, and are the most anxious and depressed (Luthar 2003 ; Luthar and D’Avanzo 1999 ; Shernoff and Schmidt 2008 ).”
Students’ emotional and cognitive engagement as the determinants of well-being and achievement in school (2014, background): “The evidence on whether and under what conditions emotional engagement in peer relations contributes to students’ cognitive engagement in learning is, however, more contradictory (Ravet, 2007; Shernoff & Schmidt, 2008; You, 2011).”
Seeing the Destination AND the Path: Using Identity‐Based Motivation to Understand and Reduce Racial Disparities in Academic Achievement (2017, background): “They report that they are paying attention (Shernoff & Schmidt, 2008), coming to class, doing their homework (Johnson et al., 2001), and are just as likely to report feeling that they fit in and belong in high school (Johnson et al., 2001).”
Student engagement as a function of environmental complexity in high school classrooms (2016, background): “…that leads to positive developmental and academic outcomes in the short term (e.g., course grades in in the same se-mester; Shernoff, 2010b; Shernoff & Schmidt, 2008) and in the longer term (e.g., continuing motivation in the subject, future grades when in college, and positive youth…”
The Measurement of Student Engagement: A Comparative Analysis of Various Methods and Student Self-report Instruments (2012, methodology): “Experience sampling (ESM) is another technique that has been used to assess student engagement in the classroom (Shernoff, Csikszentmihalyi, Schneider, & Shernoff, 2003 ; Shernoff & Schmidt, 2008 ; Uekawa, Borman, & Lee, 2007 ; Yair, 2000 ) .”
Assessing Resilience Across Cultures Using Mixed Methods: Construction of the Child and Youth Resilience Measure (2011, background): “For example, Black students in the United States are more likely to report engagement at school than their White peers, but school attendance and a sense of belonging at school does not necessarily mean higher GPAs for Black students (Shernoff & Schmidt, 2008).”
Peer relationships as a context for the development of school engagement during early adolescence (2011, result): “…much of the extant research is cross-sectional, precluding the determination of causal like relations, several studies found that school engagement is positively associated with academic achievement (e.g., Li, Bebiroglu, Phelps, Lerner, & Lerner, 2009; Shernoff & Schmidt, 2008; Whitlock, 2006).”
Effects of Perceived Teacher Practices on Latino High School Students’ Interest, Self-Efficacy, and Achievement in Mathematics (2014, background): “Data suggest that Latino students, whose average high school completion rates, college attendance rates, and achievement levels are consistently lower than those of their Caucasian and Asian peers, are particularly at-risk academically (e.g., Shernoff & Schmidt, 2008; Wilkins & Kuperminc, 2010).”
Perceived Challenge, Teacher Support, and Teacher Obstruction as Predictors of Student Engagement (2017, unknown): “…suggest that engagement is important for sustaining academic resilience (Finn & Rock, 1997), which in turn enhances achievement (Appleton, Christenson, & Furlong, 2008; Connell, Spencer, & Aber, 1994; Shernoff & Schmidt, 2008; Sirin & Rogers-Sirin, 2004; Skinner, Wellborn, & Connell, 1990).”