View in EDS

Student Engagement—Pre and Post Covid-19 Pandemic.

Saved in:
Bibliographic Details
Title: Student Engagement—Pre and Post Covid-19 Pandemic.
Authors: Burger, John1 (AUTHOR) johnburger@shaw.ca, Newman, Kevin2 (AUTHOR), Stevens, Doug2 (AUTHOR)
Source: Canadian Journal of School Psychology. Mar2024, Vol. 39 Issue 1, p53-71. 19p.
Subject Terms: *COVID-19 pandemic, *School dropouts, *School orientation, *Student engagement, *Information storage & retrieval systems
Abstract: This study contributes to applied and theoretical research for schools and districts by exploring data-based evidence of the relationships between the Covid-19 pandemic and student engagement with school. The paper features trend data on student orientation to school assessed via the multi-dimensional Student Orientation to School Questionnaire (SOS-Q). The SOS-Q was initially developed to better understand the reasons for school dropout and has expanded to explicate a wider range of student-school engagement dynamics. This study demonstrates how student orientation to school may be effected by major extraneous factors and demonstrates the value of integrating valuable non-cognitive or affective measures within comprehensive student information and assessment systems augmenting both individual and cohort psychological supports. [ABSTRACT FROM AUTHOR]
Copyright of Canadian Journal of School Psychology is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Text:
  Availability: 0
Header DbId: ehh
DbLabel: Education Research Complete
An: 175633441
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Student Engagement—Pre and Post Covid-19 Pandemic.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Burger%2C+John%22">Burger, John</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> johnburger@shaw.ca</i><br /><searchLink fieldCode="AR" term="%22Newman%2C+Kevin%22">Newman, Kevin</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Stevens%2C+Doug%22">Stevens, Doug</searchLink><relatesTo>2</relatesTo> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Canadian+Journal+of+School+Psychology%22">Canadian Journal of School Psychology</searchLink>. Mar2024, Vol. 39 Issue 1, p53-71. 19p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22COVID-19+pandemic%22">COVID-19 pandemic</searchLink><br />*<searchLink fieldCode="DE" term="%22School+dropouts%22">School dropouts</searchLink><br />*<searchLink fieldCode="DE" term="%22School+orientation%22">School orientation</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br />*<searchLink fieldCode="DE" term="%22Information+storage+%26+retrieval+systems%22">Information storage & retrieval systems</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study contributes to applied and theoretical research for schools and districts by exploring data-based evidence of the relationships between the Covid-19 pandemic and student engagement with school. The paper features trend data on student orientation to school assessed via the multi-dimensional Student Orientation to School Questionnaire (SOS-Q). The SOS-Q was initially developed to better understand the reasons for school dropout and has expanded to explicate a wider range of student-school engagement dynamics. This study demonstrates how student orientation to school may be effected by major extraneous factors and demonstrates the value of integrating valuable non-cognitive or affective measures within comprehensive student information and assessment systems augmenting both individual and cohort psychological supports. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Canadian Journal of School Psychology is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=175633441
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1177/08295735241228392
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
        StartPage: 53
    Subjects:
      – SubjectFull: COVID-19 pandemic
        Type: general
      – SubjectFull: School dropouts
        Type: general
      – SubjectFull: School orientation
        Type: general
      – SubjectFull: Student engagement
        Type: general
      – SubjectFull: Information storage & retrieval systems
        Type: general
    Titles:
      – TitleFull: Student Engagement—Pre and Post Covid-19 Pandemic.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Burger, John
      – PersonEntity:
          Name:
            NameFull: Newman, Kevin
      – PersonEntity:
          Name:
            NameFull: Stevens, Doug
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 03
              Text: Mar2024
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-print
              Value: 08295735
          Numbering:
            – Type: volume
              Value: 39
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Canadian Journal of School Psychology
              Type: main
ResultId 1