Assessing the Relation Between Seventh-Grade Students’ Engagement and Mathematical Problem Solving Performance

References

• Anderman, L., Andrzejewski, C. E., & Allen, J. (2011). How do teachers support students’ motivation and learning in their classrooms? Teachers College Record, 113, 969–1003.
   Web of Science ®Google Scholar
• Anderson, E. S., & Keith, T. Z. (1997). A longitudinal test of a model of academic success for at-risk high school students. Journal of Educational Research, 90, 259–268. doi:10.1080/00220671.1997.10544582
   Web of Science ®Google Scholar
• Bodovski, K., & Farkas, G. (2007). Mathematics growth in early elementary school: The roles of beginning knowledge, student engagement, and instruction. Elementary School Journal, 108, 115–130. doi:10.1086/525550
   Web of Science ®Google Scholar
• Bond, L., Butler, H., Thomas, L., Carlin, J., Glover, S., Bowes, G., & Patton, G. (2007). Social and school connectedness in early secondary school as predictors of late teenage substance use, mental health, and academic outcomes. Journal of Adolescent Health, 40, 357.e9–357.e18. doi:10.1016/j.jadohealth.2006.10.013
   PubMedGoogle Scholar
• Boyer, T. W., Levine, S. C., & Huttenlocher, J. (2008). Development of proportional reasoning: Where young children go wrong. Developmental Psychology, 44, 1478–1490. doi:10.1037/a0013110
   PubMed Web of Science ®Google Scholar
• Christenson, S. L., & Thurlow, M. L. (2004). School dropouts: Prevention considerations, interventions, and challenges. Current Directions in Psychological Science, 13, 36–39. doi:10.1111/j.0963-7214.2004.01301010.x
   Web of Science ®Google Scholar
• Cooper, K. S. (2014). Eliciting engagement in the high school classroom: A mixed-methods examination of teaching practices. American Educational Research Journal, 51, 363–402.
   Web of Science ®Google Scholar
• Depaepe, F., De Corte, E., & Verschaffel, L. (2010). Teachers’ approaches towards word problem solving: Elaborating or restricting the problem context. Teaching and Teacher Education: An International Journal of Research and Studies, 26, 152–160. doi:10.1016/j.tate.2009.03.016
   Web of Science ®Google Scholar
• DiPerna, J. C., Volpe, R. J., & Elliott, S. N. (2005). A model of academic enablers and mathematics achievement in the elementary grades. Journal of School Psychology, 43, 379–392. doi:10.1016/j.jsp.2005.09.002
   Web of Science ®Google Scholar
• Dotterer, A. M., & Lowe, K. (2011). Classroom context, school engagement, and academic achievement in early adolescence. Journal of Youth and Adolescence, 40, 1649–1660. doi:10.1007/s10964-011-9647-5
   PubMed Web of Science ®Google Scholar
• Finn, J. D., & Rock, D. A. (1997). Academic success among students at risk for school failure. Journal of Applied Psychology, 82, 221–234. doi:10.1037/0021-9010.82.2.221
   PubMed Web of Science ®Google Scholar
• Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74, 59–109. doi:10.3102/00346543074001059
   Web of Science ®Google Scholar
• Greene, B. A., Miller, R. B., Crowson, H. M., Duke, B. L., & Akey, K. L. (2004). Predicting high school students’ cognitive engagement and achievement: Contributions of classroom perceptions and motivation. Contemporary Educational Psychology, 29, 462–482. doi:10.1016/j.cedpsych.2004.01.006
   Web of Science ®Google Scholar
• Greer, B. (1997). Modeling reality in mathematics classrooms: The case of word problems. Learning and Instruction, 7, 293–307. doi:10.1016/S0959-4752(97)00006-6
   Web of Science ®Google Scholar
• Guay, F., & Vallerand, R. J. (1997). Social context, student's motivation, and academic achievement: Toward a process model. Social Psychology of Education, 1, 211–233. doi:10.1007/BF02339891
   Google Scholar
• Harcourt Brace & Company (2003). Stanford achievement tests (9th ed.). San Antonio, TX: Harcourt Brace Jovanovich.
   Google Scholar
• Hughes, J. N., Luo, W., Kwok, O., & Loyd, L. K. (2008). Teacher–student support, effortful engagement, and achievement: A 3-year longitudinal study. Journal of Educational Psychology, 100, 1–14. doi:10.1037/0022-0663.100.1.1
   PubMed Web of Science ®Google Scholar
• Ladd, G. W., & Dinella, L. M. (2009). Continuity and change in early school engagement: Predictive of children's achievement trajectories from first to eighth grade? Journal of Educational Psychology, 101, 190–206. doi:10.1037/a0013153
   PubMed Web of Science ®Google Scholar
• Lawrenz, F., Huffman, D., & Robey, J. (2003). Relationships among student, teacher and observer perceptions of science classrooms and student achievement. International Journal of Science Education, 25, 409–420. doi:10.1080/09500690210145800
   Web of Science ®Google Scholar
• Marks, H. M. (2000). Student engagement in instructional activity: Patterns in the elementary, middle, and high school years. American Educational Research Journal, 37, 153–184. doi:10.3102/00028312037001153
   Web of Science ®Google Scholar
• Martin, N., & Halperin, S. (2006). Whatever it takes: How twelve communities are reconnecting out-of-school youth. Retrieved from http://www.aypf.org/wp-content/uploads/2012/07/WIT_final_complete.pdf
   Google Scholar
• Nathan, M. J., & Kim, S. (2009). Regulation of teacher elicitations in the mathematics classroom. Cognition and Instruction, 27, 91–120. doi:10.1080/07370000902797304
   Web of Science ®Google Scholar
• National Council of Teachers of Mathematics (2000). Principles and standards for school mathematics. Reston, VA: Author.
   Google Scholar
• National Mathematics Advisory Panel (2008). Foundations for success: The final report of the national mathematics advisory panel. Washington, DC: U.S. Department of Education.
   Google Scholar
• National Research Council & Institute of Medicine. (2004). Engaging schools: Fostering high school students’ motivation to learn. Washington, DC: National Academy Press.
   Google Scholar
• Onatsu-Arvilommi, T., & Nurmi, J. E. (2000). The role of task-avoidant and task-focused behaviors in the development of reading and mathematical skills during the first school year: A cross-lagged longitudinal study. Journal of Educational Psychology, 92, 478–491. doi:10.1037//0022-0663.92.3.478
   Web of Science ®Google Scholar
• Park, S. (2005). Student engagement and classroom variables in improving mathematics achievement. Asia Pacific Education Review, 6, 87–97. doi:10.1007/BF03024970
   Web of Science ®Google Scholar
• Parkerson, J. A., Lomax, R. G., Schiller, D. P., & Walberg, H. J. (1984). Exploring causal models of educational achievement. Journal of Educational Psychology, 76, 638–646. doi:10.1037/0022-0663.76.4.638
   Web of Science ®Google Scholar
• Pogrow, S. (2008). Teaching content outrageously: How to captivate all students and accelerate learning, grades 4–12. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Reynolds, A. R., & Walberg, H. J. (1992). A process model of mathematics achievement and attitude. Journal of Research in Mathematics Education, 23, 306–328. doi:10.2307/749308
   Web of Science ®Google Scholar
• Rivera-Batiz, F. L. (1992). Quantitative literacy and the likelihood of employment among young adults in the United States. Journal of Human Resources, 27, 313–328. doi:10.2307/145737
   Web of Science ®Google Scholar
• Shapiro, E. S. (2004). Academic skills problems: Direct assessment and intervention. New York, NY: The Guilford Press.
   Google Scholar
• Wang, M. T., & Holcombe, R. (2010). Adolescents’ perceptions of school environment, engagement, and academic achievement in middle school. American Educational Research Journal, 47, 633–662. doi:10.3102/0002831209361209
   Web of Science ®Google Scholar