Testing a developmental–ecological model of student engagement: a multilevel latent growth curve analysis

By Sukkyung You, J. Sharkey. 2009

105 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/d17356ed1c9ee83c72b0f2621157a46a080f335a

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In Clinical Psychology

In Education

Citations in the corpus

Pipeline persistence: Examining the association of educational experiences with earned degrees in STEM among U.S. students (2011, background): “…given that the version of NELS:88 analyzed in this study spanned from 1988 to 2001 and, given that it was first released in 2004, our examination here 5–6 years after its release is not unreasonable, and in fact, is fairly common (e.g., Murnane, Willett, & Tyler, 2000; You & Sharkey, 2009).”
Longitudinal and Contextual Associations Between Teacher–Student Relationships and Student Engagement (2017, background): “However, even more comprehensive multivariate models were unable to completely account for all of the variance in students’ engagement (You & Sharkey, 2009).”
Multilevel Associations Between School-Wide Social–Emotional Learning Approach and Student Engagement Across Elementary, Middle, and High Schools (2018, background): “…recognized in the research literature, challenges remain for researchers, educators, and policy makers to better understand what factors might best be targeted in school-wide programs to effectively promote student engagement across multiple domains (Furlong et al., 2003; You & Sharkey, 2009).”
THE THREE BLOCK MODEL OF UNIVERSAL DESIGN FOR LEARNING (UDL): ENGAGING STUDENTS IN INCLUSIVE EDUCATION (2013, background): “Finally, student autonomy is emphasized, as it has been shown to increase student engagement and achievement, and develop higher order, deeper thinkers (Hafen et al., 2012; You & Sharkey, 2009).”
Do Teachers Matter? Students’ Perceptions of Classroom Interactions and Student Engagement (2020, background): “However, several factors, such as individual characteristics and relationships with parents, peers and teachers, have been reported as influencing SE (You & Sharkey, 2009).”
Effects of need supportive teaching on early adolescents’ motivation and engagement: A review of the literature (2013, background): “…interest (Dever & Karabenick, 2011; Wentzel, 2002; Wentzel et al., 2010), while the results of a large scale longitudinal study show that affection at the level of the school is positively related to engagement as well as to change in engagement between grade 8 and grade 12 (You & Sharkey, 2009).”
Students’ emotional and cognitive engagement as the determinants of well-being and achievement in school (2014, background): “In particular, teacher support has been reported to enhance students’ focus on mastery goals, academic efficacy and selfregulated learning, which further facilitates students’ emotional and cognitive engagement (Wu et al., 2010; Skinner, Kindermann, Connell, & Wellborn, 2009; You & Sharkey, 2009).”