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Facilitating Engagement with School in Students with Chronic Illness through Positive Education: A Mixed-Methods Comparison Study

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Title: Facilitating Engagement with School in Students with Chronic Illness through Positive Education: A Mixed-Methods Comparison Study
Language: English
Authors: Lum, Alistair (ORCID 0000-0003-0647-3776), Wakefield, Claire E., Donnan, Barb, Burns, Mary A., Fardell, Joanna E., Jaffe, Adam, Kasparian, Nadine A., Kennedy, Sean E., Leach, Steven T., Lemberg, Daniel A., Marshall, Glenn M.
Source: School Psychology. Nov 2019 34(6):677-686.
Availability: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Peer Reviewed: Y
Page Count: 10
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Elementary Education
Descriptors: Chronic Illness, Student School Relationship, Well Being, Learner Engagement, Comparative Analysis, Case Studies, Parent Attitudes, Structural Equation Models, Educational Experience, Content Analysis, Educational Practices, Prevention, Early Intervention, Foreign Countries, High School Students, Elementary School Students, Screening Tests, Quality of Life, Clinical Diagnosis
Geographic Terms: Australia
DOI: 10.1037/spq0000315
ISSN: 2578-4218
Abstract: Students with chronic illness may disengage from school, adversely affecting their school outcomes. Positive education targets students' social-emotional well-being (school well-being), which can increase engagement with school. We compared the relationship among positive educational practices, school well-being, and engagement with school as reported by parents of students with and without chronic illness. We used a convergent mixed-methods cross-sectional design. We collected data from 215 parents of school-age children with chronic illness and 212 parents of children without chronic illness. Data assessed positive educational practices, school well-being, and engagement with school, which we analyzed using regression and structural equation models. Forty-nine parents of students with chronic illness completed a telephone interview about their child's school experiences, which we analyzed using content analysis. School well-being was significantly lower among students with chronic illness, compared with students without chronic illness (p = 0.05). Higher student well-being (p = 0.001) and higher levels of positive educational practices (p = 0.002) were associated with higher engagement with school. School well-being mediated the relationship between positive educational practices and engagement with school for students with chronic illness but not students without chronic illness. Parents of children with chronic illness described how positive educational practices and their child's school well-being promoted their child's engagement with school. Parents also reported the negative consequences of low school well-being. Positive educational practices alone may not be sufficient to increase engagement with school in students with low school well-being. Combined preventative and early intervention psychosocial support may best promote engagement with school in students with chronic illness.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1233968
Database: ERIC
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  Data: Facilitating Engagement with School in Students with Chronic Illness through Positive Education: A Mixed-Methods Comparison Study
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  Data: <searchLink fieldCode="AR" term="%22Lum%2C+Alistair%22">Lum, Alistair</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0647-3776">0000-0003-0647-3776</externalLink>)<br /><searchLink fieldCode="AR" term="%22Wakefield%2C+Claire+E%2E%22">Wakefield, Claire E.</searchLink><br /><searchLink fieldCode="AR" term="%22Donnan%2C+Barb%22">Donnan, Barb</searchLink><br /><searchLink fieldCode="AR" term="%22Burns%2C+Mary+A%2E%22">Burns, Mary A.</searchLink><br /><searchLink fieldCode="AR" term="%22Fardell%2C+Joanna+E%2E%22">Fardell, Joanna E.</searchLink><br /><searchLink fieldCode="AR" term="%22Jaffe%2C+Adam%22">Jaffe, Adam</searchLink><br /><searchLink fieldCode="AR" term="%22Kasparian%2C+Nadine+A%2E%22">Kasparian, Nadine A.</searchLink><br /><searchLink fieldCode="AR" term="%22Kennedy%2C+Sean+E%2E%22">Kennedy, Sean E.</searchLink><br /><searchLink fieldCode="AR" term="%22Leach%2C+Steven+T%2E%22">Leach, Steven T.</searchLink><br /><searchLink fieldCode="AR" term="%22Lemberg%2C+Daniel+A%2E%22">Lemberg, Daniel A.</searchLink><br /><searchLink fieldCode="AR" term="%22Marshall%2C+Glenn+M%2E%22">Marshall, Glenn M.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22School+Psychology%22"><i>School Psychology</i></searchLink>. Nov 2019 34(6):677-686.
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  Data: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
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  Data: Y
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  Data: 10
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  Label: Publication Date
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  Data: 2019
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  Data: Journal Articles<br />Reports - Research
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  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Chronic+Illness%22">Chronic Illness</searchLink><br /><searchLink fieldCode="DE" term="%22Student+School+Relationship%22">Student School Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Well+Being%22">Well Being</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Case+Studies%22">Case Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Attitudes%22">Parent Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Structural+Equation+Models%22">Structural Equation Models</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Experience%22">Educational Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Content+Analysis%22">Content Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Prevention%22">Prevention</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Intervention%22">Early Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Screening+Tests%22">Screening Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Quality+of+Life%22">Quality of Life</searchLink><br /><searchLink fieldCode="DE" term="%22Clinical+Diagnosis%22">Clinical Diagnosis</searchLink>
– Name: Subject
  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1037/spq0000315
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2578-4218
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Students with chronic illness may disengage from school, adversely affecting their school outcomes. Positive education targets students' social-emotional well-being (school well-being), which can increase engagement with school. We compared the relationship among positive educational practices, school well-being, and engagement with school as reported by parents of students with and without chronic illness. We used a convergent mixed-methods cross-sectional design. We collected data from 215 parents of school-age children with chronic illness and 212 parents of children without chronic illness. Data assessed positive educational practices, school well-being, and engagement with school, which we analyzed using regression and structural equation models. Forty-nine parents of students with chronic illness completed a telephone interview about their child's school experiences, which we analyzed using content analysis. School well-being was significantly lower among students with chronic illness, compared with students without chronic illness (p = 0.05). Higher student well-being (p = 0.001) and higher levels of positive educational practices (p = 0.002) were associated with higher engagement with school. School well-being mediated the relationship between positive educational practices and engagement with school for students with chronic illness but not students without chronic illness. Parents of children with chronic illness described how positive educational practices and their child's school well-being promoted their child's engagement with school. Parents also reported the negative consequences of low school well-being. Positive educational practices alone may not be sufficient to increase engagement with school in students with low school well-being. Combined preventative and early intervention psychosocial support may best promote engagement with school in students with chronic illness.
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      – Text: English
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        Type: general
      – SubjectFull: Student School Relationship
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      – SubjectFull: Well Being
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