School socialization style, student engagement, and academic performance Public Deposited

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  • March 22, 2019
  • Lee, Jung-Sook
    • Affiliation: School of Social Work
  • Lack of student engagement has been a major concern for educators and practitioners working in schools because it has been a robust predictor of low achievement, behavioral problems, maladjustment, and school dropout. School, a key part of students’ social environment, exerts great influence on student engagement and academic performance. This study examined the influence of school socialization style on three components of student engagement at school (i.e., behavioral, emotional, and cognitive) and reading performance. This study utilized U.S. data from the Program for International Student Assessment (PISA) 2000 conducted by the Organisation for Economic Co-operation and Development (OECD). The sample comprised 2,849 15-year-old ninth and tenth graders from 141 schools. Based on their levels of demandingness (i.e., academic press and disciplinary climate) and responsiveness (i.e., teacher support and teacher-student relationship), schools were categorized into four school socialization styles: authoritative, authoritarian, permissive, and indifferent. Two-level multilevel analyses were used to test three hypotheses: (1) authoritative school socialization style is significantly associated with enhanced student engagement and academic performance; (2) the effects of school socialization style on student engagement and academic performance vary by student and school characteristics; (3) student engagement mediates the effect of school socialization style on academic performance. An authoritative school socialization style was positively associated with behavioral and emotional engagement but not with cognitive engagement or reading performance. Seven significant interactions involving school socialization styles were found: interactions with race were found for behavioral and cognitive engagement; interactions with grade were found for emotional and cognitive engagement; and an interaction with school-mean SES was found for reading performance. The effect of school socialization style was mediated through behavioral engagement. By examining three components of student engagement and academic performance, this study provided a better understanding of the complex realities experienced by students and schools. Despite some limitations, this study provides useful implications for future research, practice, and policy in enhancing student engagement and academic performance. Furthermore, results of this study may lay the foundation for future international comparisons of school socialization style.
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  • In Copyright
  • Bowen, Natasha
Degree granting institution
  • University of North Carolina at Chapel Hill
  • Open access

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