Student Engagement - Pre and Post COVID-19 Pandemic
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| Title: | Student Engagement - Pre and Post COVID-19 Pandemic |
|---|---|
| Language: | English |
| Authors: | John Burger (ORCID |
| Source: | Canadian Journal of School Psychology. 2024 39(1):53-71. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education Secondary Education Elementary Education |
| Descriptors: | COVID-19, Pandemics, Learner Engagement, School Orientation, Student School Relationship, Elementary Secondary Education, Secondary School Students, Resilience (Psychology), Self Esteem, Peer Relationship, School Holding Power, Elementary School Students, Student Attitudes |
| DOI: | 10.1177/08295735241228392 |
| ISSN: | 0829-5735 2154-3984 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1413888 |
| Database: | ERIC |
| 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. |
|---|---|
| ISSN: | 0829-5735 2154-3984 |
| DOI: | 10.1177/08295735241228392 |
