Journal article
Teacher support within an ecological model of adolescent development: Predictors of school engagement
D Quin, JA Heerde, JW Toumbourou
Journal of School Psychology | PERGAMON-ELSEVIER SCIENCE LTD | Published : 2018
Abstract
There is a need to further understand the development of student engagement. Ecological models of adolescent development state that proximal factors, such as teacher support, should strongly influence student engagement. Theoretical models also explain concurrent influences from the individual, family, peer, and community contexts. The current study applied an ecological model to the development of five indicators of students' engagement in school. Six hundred and sixty-five full-time Grade 11 students and an additional 54 students who had dropped out of school from Victoria, Australia, completed a Communities That Care survey in term 3 of Grade 10 and term 3 of Grade 11. Grade 10 risk and p..
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Grants
Awarded by Westpac Bicentennial Foundation
Funding Acknowledgements
Data collection for this research was supported through grants from the United States National Institute on Drug Abuse (DA-012140-05), the Australian National Health and Medical Research Council (Projects 594793 & 1047902) and the Australian Research Council (DP0663371, DP0877359 & DP109574). The funding sources did not have any involvement in the collection, analysis and interpretation of data; in the writing of the report; and in the decision to submit the article for publication. The work of Dr Heerde is supported by a Westpac Bicentennial Foundation Research Fellowship (2017-2020) and a Murdoch Childrens Research Institute Population Health Theme Funding Grant (2016). The authors wish to express their appreciation and thanks to project staff and participants for their valuable contribution to the project. Each of Professor Sheryl Hemphill, Professor Peter Wilson, and Associate Professor Ken Smith, from the Australian Catholic University, has contributed to the preparation of this manuscript. This article builds on a conference paper presented at the annual Australian Association for Research in Education Conference in Fremantle, Australia, December 2015.