Indigenous Children's Affective Engagement with School: The Influence of Socio-Structural, Subjective and Relational Factors

Autor/inn/en	Dunstan, Laura; Hewitt, Belinda; Tomaszewski, Wojtek
Titel	Indigenous Children's Affective Engagement with School: The Influence of Socio-Structural, Subjective and Relational Factors
Quelle	In: Australian Journal of Education, 61 (2017) 3, S.250-269 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-9441
DOI	10.1177/0004944117732637
Schlagwörter	Indigenous Populations; Elementary School Students; Learner Engagement; Sense of Community; Foreign Countries; Affective Behavior; Teacher Student Relationship; Peer Relationship; Student Characteristics; Predictor Variables; Australia + Suchen Sie Ihr Suchwort? Sinti und Roma; Ausland; Affective disturbance; Active behaviour; Affektive Störung; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Prädiktor; Australien
Abstract	In this study, Indigenous children's affective engagement with primary school is examined in terms of feelings of involvement and belonging at school and towards education as a worthwhile pursuit. Previous Australian research has concentrated on Indigenous children's education through attendance and school performance. Data from wave 6 of the Longitudinal Study of Indigenous Children are used to investigate the socio-structural, subjective and relational factors which influence affective engagement with school. Results show that good relationships with peers and teachers are positively associated with Indigenous children's affective engagement. Negative feelings about Indigenous identity are negatively associated with affective engagement. Socio-structural factors associated with higher affective engagement include being female, living in remote areas and being healthier. Results also show that parental education, employment, household income or area-level socio-economic circumstances are not associated with affective engagement. These results suggest that factors influencing Indigenous children's affective engagement with school and towards education may differ from those affecting school attendance. They also emphasise the importance of subjective and relational influences on improving Indigenous children's education outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01