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Class Collective Efficacy and Class Size as Moderators of the Relationship between Junior Middle School Students' Externalizing Behavior and Academic Engagement: A Multilevel Study.

ABSTRACT: This study examined the relationship between externalizing behavior and academic engagement, and tested the possibility of class collective efficacy and class size moderating this relationship. Data were collected from 28 Chinese classrooms (N = 1034 students; grades 7, 8, and 9) with student reports. Hierarchical linear modeling was used to test all hypotheses and results revealed a negative relationship between externalizing behavior and academic engagement; class collective efficacy was also significantly related to academic engagement. Additionally, class collective efficacy and class size moderated the relationship between externalizing behavior and academic engagement: For students in a class with high collective efficacy or small size (≤30 students), the relationship between externalizing behavior and academic engagement was weaker than for those in a class with low collective efficacy or large size (≥43 students). Results are discussed considering self-regulatory mechanisms and social environment theory, with possible implications for teachers of students' learning provided.

SUBMITTER: Tian Y

PROVIDER: S-EPMC5513925 | biostudies-other | 2017

REPOSITORIES: biostudies-other

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Project description:ObjectivesUnder the COVID-19 prevention and control policy, online learning has been widely used. The current study aimed to identify latent profiles of self-regulated learning in the context of online mathematics learning during the recurrent outbreak of COVID-19, and examine the mechanisms underlying the relationship between self-regulated learning and online mathematics learning engagement among Chinese junior high school students using variable-and person-centered approaches.MethodsA sample of 428 Chinese junior high school students (47.66% female) completed questionnaires on self-regulated learning, perceived academic control, and learning engagement. Mplus7.0 was used to analyze the latent classes of self-regulated learning. A mediation model was conducted using the software SPSS PROCESS macro.ResultsThree profiles of self-regulated learning were identified and named as low self-regulated learning (16.12%), medium self-regulated learning (43.23%), and high self-regulated learning (40.65%). In the mediating analysis, results of the variable-centered approach showed that perceived academic control mediated the effects of self-regulated learning on learning engagement. For the person-centered approach, we selected the low self-regulated learning type as the reference profile, and the analysis revealed that compared with the reference profile, perceived academic control partially mediated the link between the medium self-regulated learning profile and learning engagement; perceived academic control partially mediated the relationship between the high self-regulated learning profile and learning engagement.ConclusionThis study showed the heterogeneity in the online mathematics self-regulated learning patterns of Chinese junior high school students during the COVID-19 pandemic, revealing the internal mechanisms of Chinese junior high school students' online mathematics learning engagement using variable-and person-centered approaches. Furthermore, the findings of the study have important implications for promoting online mathematics learning engagement among junior high students during the pandemic.

Project description:IntroductionSports and physical activities are a frequent cause of traumatic brain injury, primarily concussions, among adolescents. These concussions may adversely affect students' ability to learn and impair academic achievement in educational settings.MethodsThe 2017 Youth Risk Behavior Survey, conducted among a nationally representative sample of 14,765 U.S. high school students, was analyzed in 2018 to examine associations between self-reported sports- and physical activity-related concussions and symptoms of cognitive impairment (difficulty concentrating, remembering, or making decisions) and self-reported academic grades (mostly A's=4.0, mostly B's=3.0, mostly C's=2.0, mostly D's=1.0, mostly F's=0.0). Adjusted prevalence ratio and the difference in self-reported estimated grade point average were adjusted for sex, race/ethnicity, grade, and athlete status (participation on sports teams) and considered statistically significant if p<0.05.ResultsMale students were more likely than female students (17.1% vs 13.0%), and athletes were more likely than nonathletes (21.4% vs 7.6%) to have a self-reported sports- and physical activity-related concussion in the 12 months preceding the survey. Students with a reported sports- and physical activity-related concussion were more likely than students without one to report symptoms of cognitive impairment regardless of whether they were male (adjusted prevalence ratio=1.49), female (adjusted prevalence ratio=1.37), athletes (adjusted prevalence ratio=1.45), or nonathletes (adjusted prevalence ratio=1.42). Self-reported grade point averagedecreased significantly from 3.14 among students who reported no concussions (referent), to 3.04 among students who reported a single concussion, and 2.81 among students who reported ≥2 concussions.ConclusionsSchool-based programs are needed to monitor students' academic performance and provide educational support and resources to promote academic success following a concussion.

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Class Collective Efficacy and Class Size as Moderators of the Relationship between Junior Middle School Students' Externalizing Behavior and Academic Engagement: A Multilevel Study.

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