An examination of the relationship among affective, cognitive, behavioral, and academic factors of student engagement of 9th grade students

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dc.contributor.authorBurrows, Peter L., 1970-
dc.date.accessioned2010-12-01T23:31:11Z
dc.date.available2010-12-01T23:31:11Z
dc.date.issued2010-06
dc.descriptionxi, 69 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.en_US
dc.description.abstractResearch has identified the construct of student engagement as an antecedent to positive academic outcomes. In this study, the Student Engagement Instrument (SEI) was administered to 371 9th grade students at a comprehensive high school to measure the cognitive and affective engagement of students. Exploratory factor analyses were conducted on the 35-item SEI with best model fit matching previous research in which a five-factor model was found. Logistic and multiple regression analyses were then utilized to explore the relationships among cognitive and affective engagement and student achievement and behavioral outcomes. Findings generally supported the significance of the student engagement subtypes of cognitive and affective engagement in predicting educational outcomes. Results suggest that further study of the affective and cognitive subtypes and their development over the course of a student's education would enhance the understanding of the student engagement construct and lead to the development of interventions to mediate the effects of these subtypes.en_US
dc.description.sponsorshipCommittee in charge: Edward Kameenui, Chairperson, Educational Methodology, Policy, and Leadership; Keith Zvoch, Member, Educational Methodology, Policy, and Leadership; Keith Hollenbeck, Member, Educational Methodology, Policy, and Leadership; Robert Davis, Outside Member, Romance Languagesen_US
dc.identifier.urihttps://hdl.handle.net/1794/10850
dc.language.isoen_USen_US
dc.publisherUniversity of Oregonen_US
dc.relation.ispartofseriesUniversity of Oregon theses, Dept. of Educational Methodology, Policy, and Leadership, Ed. D., 2010;
dc.subjectEngagementen_US
dc.subjectCognitive engagementen_US
dc.subjectAffective engagementen_US
dc.subjectNinth grade (Education)en_US
dc.subjectEducational leadershipen_US
dc.subjectSecondary educationen_US
dc.subjectEducation, Secondary
dc.subjectHigh school freshmen
dc.titleAn examination of the relationship among affective, cognitive, behavioral, and academic factors of student engagement of 9th grade studentsen_US
dc.typeThesisen_US

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