Oppositional Culture Theory and Social Cognitive Career Theory propositions were explored via employment of social cognitive career theory mechanisms. The effects of observed same-race occupational role models and occupational stereotypes and their indirect effects on school engagement through occupational expectations and future aspirations were explored in elementary-aged Blacks. Occupational expectations and future aspirations of Black youth were not significantly affected by occupational prestige of jobs held by observed same-race occupational role models. However, it was found that future aspirations of Black youth significantly impacted their school engagement. Future aspirations and school engagement were not significantly affected directly or indirectly by occupational stereotypes. Other noteworthy findings were that educational expectations and future aspirations were negatively correlated with grade. Future studies should be done to further explore relevant contextual factors which can affect school engagement in elementary-aged Blacks, they should also explore declining educational expectations and aspirations with grade.

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Adolescents spend a large proportion of their everyday life in school, and schooling is vital for future success and well-being. One group that are in risk for reduced school success are children with disabilities or long-term illnesses. The aim of this study is to investigate whether the factors age, gender, self-perceived relationship with teachers, self-perceived relationship with peers and parental bonding can predict school engagement of students with self-reported long term health conditions and impairment. School engagement is defined as having three aspects, behavioral, emotional and cognitive. HBSC (Health behaviors in School Children) data from Sweden is used. The result shows that self-perceived relationship with teachers and age are related to all three components of school engagement, behavioral, emotional and cognitive in this study.  Self-perceived relationship with peers is related to emotional school engagement only. Gender is related to cognitive engagement. Parent bonding cannot predict any of the three aspects of school engagement. This study demonstrated that school environment, especially teachers, is important for the school engagement of students with long-term health condition and impairment. Dispite the inconsistent results with previous reseach which focus on typical functioning students, School and educators should focus on how to maintain and improve and promote school engagement of students with long-term health condition and impairment in mainstream school setting.

A large number of African American males have experienced risk and protective factors that may impede or enhance their success in the school setting. As a result of these risk and protective factors, they may or may not be at-risk for adverse outcomes behaviorally as well as academically. As indicated throughout the literature, to better serve behaviorally at-risk students, the educational system has responded by implementing methods such as zero-tolerance policies, increased security, and alternative education programs. While the former has been established throughout the literature, there has been a paucity of research on alternative education programs in general and even less with regard to African American male students. This study examined four levels of risk and protective factors, individual, school, community, and family, among African American males in both alternative and general educational settings. One hundred fifteen students ages 11 to 16 were assessed for demographics, self-efficacy, school engagement, and racial identity measures. The purpose of the study was to examine the differences between risk and protective factors among African American males in alternative and general education settings. Specifically, the individual level was examined in detail using the following risk and protective factors: self-efficacy, school engagement, and racial identity. This study also examined the impact risk and protective factors have in predicting the likelihood that an African American male would be placed in an alternative education setting. Both independent samples t-tests and hierarchical logistic regression analyses were used. Results indicated that there are statistically significant differences in levels of self-efficacy and school engagement between African American males in alternative education settings and general educations settings. No difference was found in levels of racial identity among the groups. Results from the hierarchical logistic regressions indicated that self-efficacy is a significant predictor. These findings show the importance for school psychologists to work with students to instill confidence to be successful in school settings. Also, since self-efficacy was shown to be a significant predictor of placement status in alternative school settings, it is important for school psychologists and school personnel to get involved with these students before they even become at-risk.

Research indicates that school engagement (SE) and delinquency affect one another and share numerous common causes; however, little literature exists regarding the temporal nature of this relationship. Using the data set from the Children and Young Adult Sample of the 1979 National Longitudinal Survey of Youth, the proposed study will estimate the reciprocal effects of SE and delinquency across time using latent variable structural equation modeling. Specifically, social bonding theory (Hirschi, 2002), strain theory (Agnew, 1992), and the participation-identification model of SE (Finn, 1989), will be drawn upon to create and analyze a cross-lagged panel model. Additionally, this study will identify ages during which school disengagement is most likely to result in participation in delinquent activities. / text

Youth substance use is a major social problem and concurrent experimentation with alcohol and other substances is becoming more common. In this investigation, a secondary analysis was performed on a Canadian database of 580 youth. The purpose of this study was to examine the relationships between sociodemographic factors, parenting practices, peer affiliation patterns, and school engagement in predicting the trajectory of polysubstance use in a sample of Victoria youth. In this study, polysubstance use (PSU) is the use of at least two substances in the same time period. Data were extracted from the Healthy Youth Survey, and the prevalence and predictors of polysubstance use were investigated through correlational and structural equation modeling techniques. Polysubstance users tended to be older, be less engaged with school, and report having friends who took part in risky activities such as drinking or doing drugs. School engagement protected against all forms of substance use and over time most strongly protected against polysubstance use.

Submitted by Aelson Maciera (aelsoncm@terra.com.br) on 2017-08-25T20:07:24Z No. of bitstreams: 1 DissJHV.pdf: 2057213 bytes, checksum: bf44313eda661cc7d7858640ae1914e5 (MD5) / Approved for entry into archive by Ronildo Prado (bco.producao.intelectual@gmail.com) on 2018-01-30T17:08:35Z (GMT) No. of bitstreams: 1 DissJHV.pdf: 2057213 bytes, checksum: bf44313eda661cc7d7858640ae1914e5 (MD5) / Approved for entry into archive by Ronildo Prado (bco.producao.intelectual@gmail.com) on 2018-01-30T17:09:30Z (GMT) No. of bitstreams: 1 DissJHV.pdf: 2057213 bytes, checksum: bf44313eda661cc7d7858640ae1914e5 (MD5) / Made available in DSpace on 2018-01-30T17:18:21Z (GMT). No. of bitstreams: 1 DissJHV.pdf: 2057213 bytes, checksum: bf44313eda661cc7d7858640ae1914e5 (MD5) Previous issue date: 2017-02-20 / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / School engagement, defined as the relationship between student and school experiences, is essential for education. Thus, factors from the school context which may influence school engagement, especially interpersonal relations among school members, has been investigated. Therefore, the present research aimed to investigate the influence of bullying involvement and teacher-student relationship on student school engagement. For this, the present work is a compilation of two scientific manuscripts. The first paper presents a review of Brazilian and international literature on the influence of teacher-student relationship and bullying involvement on school engagement. The databases ERIC, LILACS, PsycINFO, Scielo, Scopus, Web of Science and CAPES Periodicals Portal were consulted, from 2007 to November 2016, using the terms "teacher-student relationship", "bullying" and "school engagement", as well as their correlates in Portuguese. The inclusion criteria were scientific papers, in Portuguese or English, available online, which investigated an association between the variables of interest. 174 articles were found, of which 160 were excluded after reading the title and/or abstract, remaining 14 articles of the initial search. In addition, nine manuscripts known by the authors which did not appear in the initial search, but met the inclusion criteria, were added. Therefore, 23 articles were analyzed and results showed that teacher-student relationship and bullying involvement are correlated with student school engagement and may predict it. Thus, students who have positive teacher-student relationships tend to have higher school engagement, while students who have conflicting teacher-student relationships or have some bullying involvement tend to have lower school engagement. Furthermore, it has been identified that there is a lack of evidence regarding the simultaneous effects of bullying involvement and teacher-student relationship on school engagement. In this context, the second study was conducted, in which an explanatory model of school engagement was analyzed, considering the mutual influence of teacher-student relationship and bullying involvement. For this, 426 Brazilian Elementary School students (grades 6-9), from four public schools located in a city of São Paulo State, Brazil, answered the Escala de Violência Escolar – Versão Estudante (School Violence Scale – Student Version), Escala de Relação Professor-Aluno (Student-Teacher Relationship Scale) and School Engagement Scale. Results indicated that bullying involvement has a direct negative impact on school engagement, while teacher-student relationship has a direct positive impact on school engagement. In addition, bullying involvement and teacher-student relationship can simultaneously influence school engagement, and teacher-student relationship would mediate the impacts of bullying involvement on student school engagement. Results obtained in these two studies confirm the importance of promoting positive social relations in school. Keywords: bullying; teacher-student relationship; school engagement. / O engajamento escolar é essencial para a formação acadêmica, sendo definido como a relação entre aluno e suas experiências escolares. Desse modo, tem-se investigado fatores do contexto escolar que podem influenciá-lo, principalmente no que se refere a relações interpessoais entre membros da escola. Diante disso, a presente pesquisa teve como objetivo investigar a influência do envolvimento em bullying e da relação professor-aluno no engajamento escolar dos alunos. Para isso, o presente trabalho é apresentado na forma de textos científicos. O primeiro artigo apresenta uma revisão de literatura nacional e internacional acerca da influência da relação professor-aluno e do envolvimento em bullying no engajamento escolar. Consultou-se as bases de dados ERIC, LILACS, PsycINFO, Scielo, Scopus, Web of Science e o Portal de Periódicos da CAPES, com restrição de período de 2007 a Novembro de 2016, utilizando os termos “relação professor-aluno”, “bullying” e “engajamento escolar”, bem como seus correlatos em inglês. Os critérios de inclusão foram ser artigo científico, nos idiomas português ou inglês, ter disponibilização de texto completo online e investigar a associação entre as variáveis de interesse. Foram encontrados 174 artigos, sendo que 160 foram excluídos após leitura de título e/ou resumo, restando 14 artigos da busca inicial. Ainda, somaram-se nove artigos de conhecimento prévio das autoras que não apareceram na busca inicial, mas que atendiam aos critérios de inclusão. Assim, foram analisados 23 artigos e os resultados apontaram que a relação professor-aluno e o envolvimento em bullying estão associados ao engajamento escolar, podendo predizê-lo. Desse modo, alunos que possuem relações positivas com professores tendem a apresentar maior engajamento escolar, enquanto que alunos que possuem relações conflituosas com professores ou que se envolvem em bullying tendem a apresentar menor engajamento escolar. Ainda, identificou-se que há poucas evidências de efeitos simultâneos do envolvimento em bullying e da relação professor-aluno no engajamento escolar. Nesse contexto, foi realizado o segundo estudo, no qual se analisou um modelo explicativo do engajamento escolar, considerando a influência concomitante da relação professor-aluno e do envolvimento em bullying. Para isso, 426 alunos de 6º a 9º ano do Ensino Fundamental, de quatro escolas públicas do interior do estado de São Paulo, responderam à: Escala de Violência Escolar – Versão Estudantes (EVE), Escala de Relação Professor-Aluno (ERPA) e School Engagement Scale (Escala de Engajamento Escolar). Os resultados indicaram que o envolvimento em bullying tem impacto negativo direto no engajamento escolar, enquanto que a relação professor-aluno tem impacto positivo direto no engajamento escolar. Adicionalmente, o envolvimento em bullying e a relação professor-aluno podem influenciar concomitantemente o engajamento escolar, sendo que a relação professor-aluno mediaria os impactos do envolvimento em bullying no engajamento escolar dos alunos. Os resultados obtidos nesses estudos confirmam a importância de se promover relações sociais positivas na escola. / CNPq: 132770/2015-6

abstract: Few measurement tools provide reliable, valid data on both children's emotional and behavioral engagement in school. The School Liking and Avoidance Questionnaire (SLAQ) is one such self-report measure developed to evaluate a child's degree of engagement in the school setting as it is manifest in a child's school liking and school avoidance. This study evaluated the SLAQ's dimensionality, reliability, and validity. Data were gathered on children from kindergarten through 6th grade (n=396). Participants reported on their school liking and avoidance in the spring of each school year. Scores consistently represented two distinct, yet related subscales (i.e., school liking and school avoidance) that were reliable and stable over time. Validation analyses provided some corroboration of the construct validity of the SLAQ subscales, but evidence of predictive validity was inconsistent with the hypothesized relations (i.e., early report of school liking and school avoidance did not predict later achievement outcomes). In sum, the findings from this study provide some support for the dimensionality, reliability, and validity of the SLAQ and suggest that it can be used for the assessment of young children's behavioral and emotional engagement in school. / Dissertation/Thesis / M.S. Family and Human Development 2011

abstract: Children's academic experiences during first grade have substantial implications for their academic performance both concurrently and longitudinally. Using two complementary studies, this dissertation utilizing data from the National Institute of Child Development Study of Early Child Care and Youth Development helps create a better understanding of the importance of first-grade experiences for children's academic performance. The first study expands upon current literature by focusing on how children's academic experiences simultaneously influence children's academic performance through behavioral engagement. Specifically, study one examined the mediating role of first-grade behavioral engagement between first-grade academic experiences (i.e. parental involvement, positive peer interactions, student-teacher relationship, and instructional support) and second-grade academic performance. Using a panel model, results showed that behavioral engagement mediates relations between peer interactions and academic performance and relations between instructional support and academic performance. Implications for interventions focusing on children's positive peer interactions and teacher's high-quality instructional support in order to promote behavioral engagement during early elementary school are discussed. The second study expands the current literature regarding instructional quality thresholds. Limited research has addressed the question of whether there is a minimum level of instructional quality that must be experienced in order to see significant changes in children's academic performance, and the limited research has focused primarily on preschoolers. The goal of study two was to determine if high-quality first-grade instructional support predicted children's first-, third-, and fifth-grade academic performance. Using piecewise regression analyses, results did not show evidence of a relation between first-grade instructional support quality and children's academic performance at any grade. Possible reasons for inconsistencies in findings from this study and previous research are discussed, including differences in sample characteristics and measurement tools. Because instructional quality remains at the forefront of discussions by educators and policy makers, the inconsistencies in research findings argue for further research that may clarify thresholds of instructional support quality that must be met in order for various subgroups of children to gain the skills needed for long-term academic success. / Dissertation/Thesis / Doctoral Dissertation Family and Human Development 2015

abstract: The primary goal of this study was to extend previous research on traditional masculinity by examining the longitudinal associations between traditional masculinity, school engagement and attitudes toward school in a sample of middle school students. Following a sample of 338 (Mage = , SDage = , 54% male, 46% Latino) students from the 7th to 8th grades, I examined how students' self-reported endorsement of and adherence to physical toughness and emotional stoicism norms of masculinity were associated with their engagement with school and their attitudes of school liking and school avoidance. I also examined whether the endorsement and adherence to these norms varied by sex and ethnicity, and whether they changed over the one-year period. Results indicated that endorsing and adhering to masculinity norms of emotional stoicism were negatively associated with school engagement, after controlling for school engagement at Time 1. Furthermore, endorsing and adhering to masculinity norms of physical toughness were negatively associated with attitudes of school liking even when controlling for school liking at Time 1. These results were the same boys and girls, and for Latino and White adolescents. Moreover, results indicated sex, but no ethnicity differences in traditional masculinity, such that males generally reported higher levels of endorsement and adherence to norms of physical toughness and emotional stoicism. There were also identifiable developmental patterns in traditional masculinity over a one-year period. The contributions of these findings to the current scholarship on masculinity, along with their implications for future research and practice, are discussed. / Dissertation/Thesis / Masters Thesis Family and Human Development 2015