Publicação
Relationships as a basis of engagement? Self-efficacy and school engagement of pupils in school
| Resumo: | This study aims to understand how the dimensions of self-efficacy are related to the dimensions of student engagement in school. A national sample of 685 students (56.8% boys) responded to a questionnaire in classes. The instrument for data collection was the “Students engagement in School: A four-dimensional Scale” SES-4DS (Veiga, 2013). This scale revealed four dimensions: cognitive, affective, behavioral and agency engagement. Six items were included in the questionnaire of school self-efficacy, SEQ-C (Nogueira, 2008), with sub-scales of academic, social and emotional self-efficacy. The two items most saturated of each sub-scale were selected. The internal consistency of the reduced subscales was 0.82, 0.77 and 0.69, respectively. Items related to school self-efficacy show a correlation of 0.54 with the full scale of engagement. The more correlated dimensions are social self-eficacy and affective engagement (0.61) suggesting a greater importance of social variables in school engagement. Some suggestions for the promotion of school self-efficacy are presented, in order to foster student engagement in school. |
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| Autores principais: | Nogueira, J. |
| Outros Autores: | Veiga, Feliciano Henriques |
| Assunto: | School self-efficacy Student engagement in school Teen |
| Ano: | 2014 |
| País: | Portugal |
| Tipo de documento: | capítulo de livro |
| Tipo de acesso: | acesso aberto |
| Instituição associada: | Universidade de Lisboa |
| Idioma: | português |
| Origem: | Repositório da Universidade de Lisboa |
| Resumo: | This study aims to understand how the dimensions of self-efficacy are related to the dimensions of student engagement in school. A national sample of 685 students (56.8% boys) responded to a questionnaire in classes. The instrument for data collection was the “Students engagement in School: A four-dimensional Scale” SES-4DS (Veiga, 2013). This scale revealed four dimensions: cognitive, affective, behavioral and agency engagement. Six items were included in the questionnaire of school self-efficacy, SEQ-C (Nogueira, 2008), with sub-scales of academic, social and emotional self-efficacy. The two items most saturated of each sub-scale were selected. The internal consistency of the reduced subscales was 0.82, 0.77 and 0.69, respectively. Items related to school self-efficacy show a correlation of 0.54 with the full scale of engagement. The more correlated dimensions are social self-eficacy and affective engagement (0.61) suggesting a greater importance of social variables in school engagement. Some suggestions for the promotion of school self-efficacy are presented, in order to foster student engagement in school. |
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