Journal
EUROPEAN PSYCHOLOGIST
Volume 18, Issue 2, Pages 136-147Publisher
HOGREFE & HUBER PUBLISHERS
DOI: 10.1027/1016-9040/a000143
Keywords
school engagement; academic success; well-being; parenting styles; teachers' support; person-environment fit
Categories
Funding
- Direct For Education and Human Resources [1108778] Funding Source: National Science Foundation
- Division Of Human Resource Development
- Direct For Education and Human Resources [1231347] Funding Source: National Science Foundation
- Division Of Research On Learning [1108778] Funding Source: National Science Foundation
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This review examines the development of students' engagement with school and how it may contribute to future academic success and individual wellbeing in different social contexts. The review discusses the two main approaches of school engagement research: one examines students' behavioral, cognitive, and affective engagement (North American approach), while the other examines study-related vigor, absorption, and dedication (European approach). This research shows that a high level of school engagement is positively associated with academic success, and negatively associated with students' ill-being, such as depressive symptoms and burnout. High engagement with school also fosters several aspects of students' well-being, such as positive emotions and life satisfaction. Moreover, several contextual factors, including parental affect, teachers' support, and a mastery-oriented atmosphere in the classroom, promote students' engagement with school.
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