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School Engagement, Academic Achievement, and Self-Regulated Learning

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  • Iris Estévez

    (Department of Pedagogy and Didactics, Campus de Elviña s/n, College of Education, University of A Coruña, 15071 A Coruña, Spain)

  • Carolina Rodríguez-Llorente

    (Department of Psychology, Campus de Elviña s/n, College of Education, University of A Coruña, 15071 A Coruña, Spain)

  • Isabel Piñeiro

    (Department of Psychology, Campus de Elviña s/n, College of Education, University of A Coruña, 15071 A Coruña, Spain)

  • Rocío González-Suárez

    (Department of Psychology, Campus de Elviña s/n, College of Education, University of A Coruña, 15071 A Coruña, Spain)

  • Antonio Valle

    (Department of Psychology, Campus de Elviña s/n, College of Education, University of A Coruña, 15071 A Coruña, Spain)

Abstract

School engagement occupies a place of reference in recent educational psychology research owing to its potential to address poor school results and school dropout rates. However, there is a need for a unifying theoretical framework. The study proposed the characterization of school engagement and explored the extent to which different profiles are associated with academic performance and self-regulation. With a sample of 717 5th and 6th year primary school students, this study was carried out via the latent profile analysis (LPA). Two groups of low school engaged students—one characterized by low behavioral engagement (5.02%) and the other by low emotional engagement (6.55%)—were distinguished. The majority of participants showed moderately high (31.95%) or moderate (56.48%) levels of school engagement in its three dimensions. Students with high engagement had the best grades and managed their time and study surroundings better, were the most strategic in seeking information, and showed less maladaptive regulatory behavior. The differences between students exhibiting low behavioral and emotional engagement and those exhibiting moderate levels in these dimensions may center upon the management of contextual resources and management of information and help. This research supports the need to approach the study of school engagement by observing the combination of its emotional, behavioral, and cognitive dimensions.

Suggested Citation

  • Iris Estévez & Carolina Rodríguez-Llorente & Isabel Piñeiro & Rocío González-Suárez & Antonio Valle, 2021. "School Engagement, Academic Achievement, and Self-Regulated Learning," Sustainability, MDPI, vol. 13(6), pages 1-15, March.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:6:p:3011-:d:514036
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    References listed on IDEAS

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    1. Ana Uka & Arban Uka, 2020. "The Effect of Students’ Experience with the Transition from Primary to Secondary School on Self-Regulated Learning and Motivation," Sustainability, MDPI, vol. 12(20), pages 1-16, October.
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