scholarly journals Peran Teacher Support terhadap School Engagement pada Siswa SMA “X” Bandung

2021 ◽  
Vol 5 (1) ◽  
pp. 27-42
Author(s):  
Fathia Prihandini ◽  
Jane Savitri
Keyword(s):  
School Engagement ◽  
Teacher Support ◽  
Autonomy Support

Penelitian ini bertujuan untuk mengetahui peran teacher support terhadap school engagement siswa SMA “X” Bandung. Penelitian ini menggunakan metode kuantitatif dengan jenis penelitian korelasional. Partisipan mengisi kuesioner teacher support berdasarkan teori teacher support oleh Skinner & Belmont (1993) dan school engagement berdasarkan teori Fredricks dkk (2004). Berdasarkan pengolahan data secara statistik, ditemukan bahwa ketiga dimensi teacher support memiliki pengaruh yang signifikan terhadap school engagement (R² = 0,387; p < 0,05) dan dilihat perjalur dimensi teacher support yang berperan secara signifikan terhadap school engagement adalah structure (R² = 0,339; p < 0,05), involvement (R² = 0,286; p < 0,05), dan autonomy support (R²: 0,272; p: <0,05). Maka dari itu, dapat disimpulkan bahwa teacher support memiliki peran yang signifikan terhadap school engagement pada siswa SMA “X” Bandung.  Kata kunci: teacher support, school engagement, siswa SMA

School Engagement as a Mediator of Academic Performance Among Urban Youth: The Role of Career Preparation, Parental Career Support, and Teacher Support

2009 ◽  
Vol 38 (2) ◽  
pp. 269-295 ◽  
Author(s):  
Justin C. Perry ◽  
Xiongyi Liu ◽  
Yvona Pabian
Keyword(s):  
High School ◽  
Middle School ◽  
Academic Performance ◽  
Urban Youth ◽  
School Engagement ◽  
Teacher Support ◽  
Career Preparation ◽  
Equation Modeling ◽  
School Students ◽  
Career Support

Drawing from the contributions of vocational psychology, this study examined school engagement as a mediator of academic performance through the effects of career preparation (career planning, career decision-making self-efficacy), parental career support, and teacher support among diverse urban youth in middle school and high school ( N = 285). Based on structural equation modeling, all structural paths of the proposed hypothetical model were significant. The effects of teacher support and parental career support on school engagement were mediated by career preparation; in turn, the effect of career preparation on grades was mediated by school engagement. Teacher support also had a direct effect on school engagement.The middle school students had significantly higher grades than the high school students, but there were no significant grade-level differences in terms of school engagement, career preparation, parental career support, or teacher support.The limitations of the study and its implications for research, practice, and public policy are discussed.

scholarly journals Predictors of changes in students’ motivational resilience over the school year

2016 ◽  
Vol 41 (1) ◽  
pp. 15-29 ◽  
Author(s):  
Jennifer Pitzer ◽  
Ellen Skinner
Keyword(s):  
At Risk ◽  
Teacher Support ◽  
Autonomy Support ◽  
Emotional Reactivity ◽  
Path Model ◽  
Self Report ◽  
Personal Factors ◽  
Achievement Data ◽  
School Year ◽  
Self Report Data

Students perform better in school to the extent they are able to engage fully, cope adaptively, and bounce back from obstacles and setbacks in their academic work. These three processes, which studies suggest are positively inter-connected, may comprise a self-sustaining system that enables motivational resilience. Using self-determination theory to frame hypotheses about such a motivational system, this study examined (1) whether a set of personal factors (self-perceptions of relatedness, competence, and autonomy), interpersonal resources (perceptions of teacher warmth, structure, and autonomy support), and emotional reactivity predicted changes in motivational resilience over the school year; (2) whether motivational resilience in turn predicted improvements in students’ achievement and also fed back to increases in their personal and interpersonal resources; and (3) whether teacher support could shift established motivational patterns. A latent path model depicting these processes showed a good fit with self-report data from 1020 students in Grades 3 through 6 collected in fall and spring of the same school year (including achievement data from a random subset, n = 365). Multiple regressions predicting changes from fall to spring refined the proposed model. Moreover, teacher support was crucial: Students who began the year with at-risk profiles, but also experienced high teacher support, ended the year on par with low-risk students; whereas students who began with resilient profiles but experienced low levels of teacher support ended the year at-risk. Discussion focused on identifying levers for intervention and the essential role teacher support plays in these dynamics.

Teacher Support, School Goal Structures, and Teenage Mothers' School Engagement

2007 ◽  
Vol 39 (4) ◽  
pp. 524-548 ◽  
Author(s):  
Ariel Kalil ◽  
Kathleen M. Ziol-Guest
Keyword(s):  
School Engagement ◽  
Teacher Support ◽  
Teenage Mothers ◽  
Goal Structures

scholarly journals Pengaruh School Climate terhadap School Engagement pada Siswa SMA “X” Kota Bandung

2020 ◽  
Vol 4 (3) ◽  
Author(s):  
Deanira Laudya ◽  
Jane Savitri
Keyword(s):  
School Climate ◽  
Peer Support ◽  
School Engagement ◽  
Teacher Support ◽  
Cognitive Engagement ◽  
Emotional Engagement ◽  
Behavioral Engagement ◽  
Individual Needs

Penelitian ini bertujuan untuk mengetahui pengaruh school climate terhadap school engagement pada Siswa SMA “X” di Kota Bandung. Sebanyak 297 siswa ikut berpartisipasi dalam penelitian ini. Metode penelitian yang digunakan adalah hubungan fungsional. Alat ukur yang digunakan adalah kuesioner school engagement yang disusun berdasarkan teori Fredricks, Blumenfeld, and Paris (2004) dan kuesioner school climate yang disusun berdasarkan teori Thapa, Cohen, Higgins-D’Alessandro, and Guffey (2013). Data penelitian yang diperoleh kemudian dianalisis menggunakan uji regresi linier sederhana dengan bantuan SPSS versi 20. Hasil yang diperoleh adalah school climate berpengaruh dalam meningkatkan school engagement (? = 0,625, R2 = 0,390 and p = 0,000). School climate juga berpengaruh dalam meningkatkan tiga tipe school engagement, yaitu behavioral engagement (? = 0,503, R2 = 0,253 dan p = 0,000), emotional engagement (? = 0,596, R2 = 0,356 dan p = 0,000), dan cognitive engagement (? = 0,425, R2 = 0,204 dan p = 0,000).  Berdasarkan hasil penelitian, peneliti mengajukan saran bagi peneliti selanjutnya untuk meneliti variabel lain seperti teacher support, peer support, individual needs, dan lain-ain yang dapat berpengaruh pada school engagement. Peneliti juga menyarankan kepada pihak sekolah, baik kepala sekolah atau guru untuk dapat menciptakan school climate yang lebih positif. Kata kunci: school climate, school engagement, siswa

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