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Autor/inn/enYang, Guang; Badri, Masood; Al Rashedi, Asma; Almazroui, Karima; Qalyoubi, Rula; Nai, Peng
TitelThe Effects of Classroom and School Environments on Student Engagement: The Case of High School Students in Abu Dhabi Public Schools
QuelleIn: Compare: A Journal of Comparative and International Education, 47 (2017) 2, S.223-239 (17 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0305-7925
DOI10.1080/03057925.2016.1230833
SchlagwörterForeign Countries; Learner Engagement; High School Students; Classroom Environment; Educational Environment; Student Surveys; Parent Surveys; Individual Characteristics; Predictor Variables; Social Influences; Context Effect; Homework; Extracurricular Activities; Student Interests; Student Attitudes; Statistical Analysis; Factor Analysis; United Arab Emirates (Abu Dhabi)
AbstractDrawing on data from a merged data set from a student survey and a parent survey that were conducted in the Emirate of Abu Dhabi in 2013, this article uses a multilevel framework to investigate the effects of individual characteristics and the classroom and school environments on high school students' school engagement in a modernising education system that is different from Western ones. The results of the three-level model revealed that while students' attributes remained strong predictors of their school engagement, the social and organisational environment of classrooms and school also greatly shaped the extent to which students emotionally and cognitively engaged with their school and learning. This study provided evidence to support the interactive nature of the impact of multilevel environments on student engagement. The policy and research implications were also discussed in the empirical context of Abu Dhabi. (As Provided).
AnmerkungenTaylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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