Family, teachers and peer support as predictors of school engagement among secondary school Ethiopian adolescent students

References

• Ahmed, U., Umrani, W. A., Qureshi, M. A., & Samad, A. (2018). Examining the links between teachers support, academic efficacy, academic resilience, and student engagement in Bahrain.International. Journal of Advanced and Applied Sciences, 5(9), 39–21. https://doi.org/10.21833/ijaas.2018.09.008
   Google Scholar
• Amare Misganaw, M., Asfaw, A. T., & Dilgasa, G. S. (2018). Adolescents’ perceived parental childrearing practice and its effect on their psychosocial functioning in some selected Secondary Schools of East Hararghe Zone, Ethiopia. International Journal of Education & Literacy Studies, 6(3), 37–46. https://doi.org/10.7575/aiac.ijels.v.6n.3p.37
   Google Scholar
• Antaramian, S. P., Huebner, S. E., Hills, J. K., & Valois, F. R. (2010). A dual-factor model of mental health: Toward a more comprehensive understanding of youth functioning. AmericanJournal of Orthopsychiatry, 80(4), 462–472. https://doi.org/10.1111/j.1939-0025.2010.01049.x
   PubMed Web of Science ®Google Scholar
• Appleton, J. J., Christenson, S. L., & Furlong, M. J. (2008). Student engagement with school: Critical conceptual and methodological issues of the construct. Psychology in the Schools, 45(5), 369–386. https://doi.org/10.1002/pits.20303
   Web of Science ®Google Scholar
• AyeleAbesha(2013). Effects of parenting styles, academic self-efficacy, and achievement motivation on the academic achievement of university students in Ethiopia. Unpublished.(Doctoral dissertation).
   Google Scholar
• Belay Tefera and GirumTareke. (2017). The contribution of instructor, peer and university support for promoting psychological well-being among students in the Amhara Regional Universities. Clinical and Experimental Psychology, 3(2), 1–8. https://doi.org/10.4172/2471-2701.1000154
   Google Scholar
• Bireda, A., & Pillay, J. (2018). Perceived parent–child communication and wellbeing among Ethiopian adolescents. International Journal of Adolescence and Youth, 23(1), 109–117. https://doi.org/10.1080/02673843.2017.1299016
   Web of Science ®Google Scholar
• Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
   Google Scholar
• Bronfenbrenner, U. (1979). Contexts of child rearing: Problems and prospects. American Psychologists, 34(1), 844–850. https://doi.org/10.1037/0003-066X.34.10.844
   Google Scholar
• Bronfenbrenner, U., & Morris, P. A. (2006). The bioecological model of human development. In R. M. Lerner & W. Damon (Eds.), Handbook of child psychology: Theoretical models of human development (pp. 793–828). John Wiley & Sons Inc.
   Google Scholar
• Chen, J. J. (2005). Relation of academic support from parents, teachers, and peers to Hong Kong adolescents’academic achievement: The mediating role of academic engagement. Genetic, Social, and General Psychology Monographs, 131(2), 77–127. https://doi.org/10.3200/MONO.131.2.77-127
   PubMed Web of Science ®Google Scholar
• Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed method approaches. Sage Publications, Inc.
   Google Scholar
• Creswell, J., & Plano Clark, V. (2007). Designing and conducting mixed methods research. Sage.
   Google Scholar
• Deci, L. E., & Ryan, M. R. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01
   Web of Science ®Google Scholar
• Delfino, A. P. (2019). Student engagement and academic performance of students of partido state university: Faculty of education. Partido State University.
   Google Scholar
• Diogo, A. M., Silva, P., & Viana, J. (2018). Children’s use of ICT, family mediation, and social inequalities. Issues in Educational Research, 28(1), 61–76. http://www.iier.org.au/iier28/diogo.pdf
   Web of Science ®Google Scholar
• Doctoroff, G. L., & Arnold, H. D. (2017). Doing homework together: The relation between parenting strategies, child engagement and achievement. Journal of Applied Developmental Psychology, 48, 103–113. https://doi.org/10.1016/j.appdev.2017.01.001
   Web of Science ®Google Scholar
• Eccles, J. S., & Roeser, W. R. (2011). Schools as developmental contexts during adolescence. Journal of Research on Adolescence, 21(1), 225–241. https://doi.org/10.1111/j.1532-7795.2010.00725.x
   Web of Science ®Google Scholar
• Fatou, N., & andKubiszewski, V. (2018). Are perceived school climate dimensions predictive of students’ engagement? Social Psychology of Education, 1-20, 427–446. https://doi.org/10.1007/s11218-017-9422-x .
   Google Scholar
• Fernández-Lasarte, O., Goñi, E., Camino, I., & Ramos-Díaz, E. (2019). Perceived social support and school engagement in secondary students.Revista. Española de Pedagogía, 77(272), 123–141. https://doi.org/10.22550/REP77-1-2019-06
   Web of Science ®Google Scholar
• Fernández-Zabala, A., Goñi, E., Camino, I., & Zulaika, L. M. (2016). Family and school context in school engagement.European. Journal of Education and Psychology, 9(2), 47–55. http://dx.doi.org/10.1016/j.ejeps.2015.09.001.
   Google Scholar
• Fredricks, J. A., Blumenfeld, P. C., & Paris, H. A. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059
   Web of Science ®Google Scholar
• Fredricks, J. A., Filsecker, M., & Lawson, M. A. (2016). Student engagement, context, and adjustment: Addressing definitional, measurement, and methodological issues. Learning and Instruction, 43, 1–4. https://doi.org/10.1016/j.learninstruc.2016.02.002
   Web of Science ®Google Scholar
• Fredricks, A. J., Hofkens, T., Wang, M., Mortenson, E., & Scott, P. (2018). Supporting girls’ and boys’ engagement in math and science learning: A mixed methods study. Journal of Research in Science Teaching, 55(2), 271–298. https://doi.org/10.1002/tea.21419
   Web of Science ®Google Scholar
• Gallup, T. (2013). 21st century skills and the workplace. Redmond, WA. https://www.gallup.com/services/176699/21st-century-skills-workplace.aspx
   Google Scholar
• Geleta, A. (2017). Schools climate and student achievement in secondary schools of Ethiopia.European. Scientific Journal, 13(17), 239. https://doi.org/10.19044/ESJ.2017.V13N17P239
   Google Scholar
• Jones, N., Baird, S., Hicks, J., Presler-Marshall, E., Woldehanna, T., & Yadete, W. (2019). Adolescent well-being in Ethiopia: Exploring gendered capabilities, contexts and change strategies. A synthesis report on GAGE Ethiopia baseline findings.’ Gender and Adolescence: Global Evidence
   Google Scholar
• King, R. B. (2015). Sense of relatedness boosts engagement, achievement, and well-being: A latent growth model study. Contemporary Educational Psychology, 42, 26–38. https://doi.org/10.1016/j.cedpsych.2015.04.002
   Web of Science ®Google Scholar
• Kızıldağ, S., Demirtaş-Zorbaz, S., & Zorbaz, O. (2017). School engagement of high school students. Education and Science, Education and Science, 42(189), 107–119. https://doi.org/10.15390/EB.2016.6740
   Web of Science ®Google Scholar
• Krejcie, V., & Morgan, W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30(3), 607–610. https://doi.org/10.1177/001316447003000308
   Web of Science ®Google Scholar
• Lawson, M. A., & Lawson, H. A. (2013). New conceptual frameworks for student engagement research. Policy, and Practice.Review of Educational Research, 83(3), 432–479. https://doi.org/10.3102/0034654313480891
   Google Scholar
• Liu, R. D., Zhen, R., Ding, Y., Liu, Y., Wang, J., Jiang, R., & Xu, L. (2018). Teacher support and math engagement: Roles of academic self-efficacy and positive emotions. Educational Psychology, 38(1), 3–16. https://doi.org/10.1080/01443410.2017.1359238
   Web of Science ®Google Scholar
• Maddox, J. S., & Prinz, R. J. (2003). School bonding in children and adolescents: Conceptualization, assessment, and associated variables. Clinical Child and Family Psychology Review, 6(1), 31–49. https://doi.org/10.1023/A:1022214022478
   PubMed Web of Science ®Google Scholar
• Malecki, C. K., & Demaray, M. K. (2003). What type of support do they need? Investigating student adjustment as related to emotional, informational, appraisal, and instrumental support. School Psychology Quarterly, 18(3), 231–252. https://doi.org/10.1521/scpq.18.3.231.22576
   Web of Science ®Google Scholar
• Malecki, C. K., & Demaray, K. (2006). Social support as a buffer in the relationship between socioeconomic status and academic performance. School Psychology Quarterly, 21(4), 375–395. https://doi.org/10.1037/h0084129
   Web of Science ®Google Scholar
• Malecki, C. K., Demaray, M. K., & Elliott, S. N. (2000). The child and adolescent social support scale. Northern Illinois University.
   Google Scholar
• Moè, A., & Katz, I. (2020). Self-compassionate teachers are more autonomy supportive and structuring whereas self-derogating teachers are more controlling and chaotic: The mediating role of need satisfaction and burnout. Teaching and Teacher Education, 96, Article 103173. https://doi.org/10.1016/j.tate.2020.103173
   Web of Science ®Google Scholar
• Moè, A., & Katz, I. (2021). Emotion regulation and need satisfaction shape a motivating teaching style. Teachers and Teaching, 27(5), 370–387. https://doi.org/10.1080/13540602.2020.1777960
   Web of Science ®Google Scholar
• Patrick, H., Ryan, A. M., & Kaplan, A. (2007). Early adolescents’ perceptions of the classroom social environment, motivational beliefs and engagement. Journal of Educational Psychology, 99(1), 83–98. https://doi.org/10.1037/0022-0663.99.1.83
   Web of Science ®Google Scholar
• Reeve, J. (2012). A self-determination theory perspective on student engagement. In S. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 149–172). Springer US.
   Google Scholar
• Reeve, J., & Tseng, C.-M. (2011). Agency as a fourth aspect of students’ engagement during learning activities. Contemporary Educational Psychology, 36(4), 257–267. https://doi.org/10.1016/j.cedpsych.2011.05.002
   Web of Science ®Google Scholar
• Roorda, D. L., Jak, S., Zee, M., Oort, F. J., & Koomen, H. M. Y. (2017). Affective teacherstudent relationships and students’ engagement and achievement: A meta analytic update and test of the mediating role of engagement. School Psychology Review, 46(3), 239–261. https://doi.org/10.17105/SPR-2017-0035.V46-3
   Web of Science ®Google Scholar
• Rosenfeld, L. B., JRichman, J. M., & Bowen, G. L. (2000). Social support networks and school outcomes:The centrality of the teacher. Child and Adolescent Social Work Journal, 17(3), 205–226. https://doi.org/10.1023/A:1007535930286
   Google Scholar
• Ryan, A. M., & Patrick, H. (2001). The classroom social environment and changes in adolescents’ motivation and engagement during middle school. American Educational Research Journal, 38(2), 437–460. https://doi.org/10.3102/00028312038002437
   Web of Science ®Google Scholar
• Sattar, T., Ullah, M. I., Ahmad, S., & Warraich, I. A. (2019). An integrated web model study of behavioral, emotional and cognitive engagement, factors affecting the academic performance of high school students through their multidimensional engagement in learning milieu: A study of South Punjab, Pakistan. Pakistan Journal of Social Sciences, 39(4), 1711–1724. http://pjss.bzu.edu.pk/index.php/pjss/article/view/797
   Google Scholar
• Sun, Y., Liu, R., Oei, T., Zhen, R., Ding, Y., & Jiang, R. (2020). Perceived parental warmth and adolescents’ math engagement in China: The mediating roles of need satisfaction and math self-efficacy. Learning and Individual Differences, 78, 101837. https://doi.org/10.1016/j.lindif.2020.101837
   Web of Science ®Google Scholar
• United Nation Population Fund. (2019). Government of Ethiopia/Unfpa 8th country programme [2016-2020],Final Evaluation Report
   Google Scholar
• Veiga, F. H., Burden, R., Appleton, J., Taveira, M., & Galvão, D. (2014). Student’s engagement in school: Conceptualization and relations with personal variables and academic performance. Revista de Psicología Y Educación, 9(1), 29–47. https://www.revistadepsicologiayeducacion.es/pdf/100.pdf
   Google Scholar
• Wang, M., & Eccles, J.S. (2013). School context, achievement motivation, and academic engagement: A longitudinal study of school engagement using a multidimensional perspective. Learning and Instruction, 28, 12–23. https://doi.org/10.1016/j.learninstruc.2013.04.002
   Web of Science ®Google Scholar
• Wang, M.T., Kiuru, N., Degol, J. L., & Salmela-Aro, K. (2018). Friends, academic achievement, and school engagement during adolescence: A social network approach to peer influence and selection effects. Learning and Instruction, 58, 148–160. https://doi.org/10.1016/j.learninstruc.2018.06.003
   Web of Science ®Google Scholar
• Wentzel, K. R., Battle, A., Russell, L. S., & Looney, B. L. (2010). Social supports from teachers and peers as predictors of academic and social motivation. Contemporary Educational Psychology, 35(3), 193–202. https://doi.org/10.1016/j.cedpsych.2010.03.002
   Web of Science ®Google Scholar
• Weyns, T., Colpin, H., De Laet, S., Engels, M., & Verschueren, K. (2018). Teacher support, peer acceptance, and engagement in the classroom: A three-wave longitudinal study in late childhood. Journal of Youth and Adolescence, 47(6), 1139–1150. https://doi.org/10.1007/s10964-017-0774-5
   PubMed Web of Science ®Google Scholar
• World Bank. (2013). Secondary Education in Ethiopia; Supporting Growth and Transformation.
   Google Scholar
• Zhou, L., Ntoumanis, N., & Thøgersen-Ntoumani, C. (2019). Effects of perceived autonomy support from social agents on motivation and engagement of Chinese primary school students: Psychological need satisfaction as mediator. Contemporary Educational Psychology, 58, 323–330. https://doi.org/10.1016/j.cedpsych.2019.05.001
   Web of Science ®Google Scholar