Please use this identifier to cite or link to this item: http://hdl.handle.net/20.500.11861/3773
Title: Cultural universality and specificity of student engagement in school: The results of an international study from 12 countries
Authors: Dr. WONG Pak Ho, Bernard 
Lam, Shui-fong 
Jimerson, Shane 
Shin, Hyeonsook 
Cefai, Carmel 
Veiga, Feliciano H. 
Hatzichristou, Chryse 
Polychroni, Fotini 
Kikas, Eve 
Stanculescu, Elena 
Basnett, Julie 
Duck, Robert 
Farrell, Peter 
Liu, Yi 
Negovan, Valeria 
Nelson, Brett 
Yang, Hongfei 
Zollneritsch, Josef 
Keywords: Student engagement
Issue Date: 2016
Source: British Journal of Educational Psychology. Mar 2016, vol. 86 (1), pp. 137-153.
Journal: British Journal of Educational Psychology 
Abstract: Background A comprehensive understanding of the contextual factors that are linked to student engagement requires research that includes cross-cultural perspectives. Aims This study investigated how student engagement in school is associated with grade, gender, and contextual factors across 12 countries. It also investigated whether these associations vary across countries with different levels of individualism and socio-economic development. Samples The participants were 3,420 7th, 8th, and 9th grade students from Austria, Canada, China, Cyprus, Estonia, Greece, Malta, Portugal, Romania, South Korea, the United Kingdom, and the United States. Methods The participants completed a questionnaire to report their engagement in school, the instructional practices they experienced, and the support they received from teachers, peers, and parents. Hierarchical linear modelling was used to examine the effects at both student and country levels. Results The results across countries revealed a decline in student engagement from Grade 7 to Grade 9, with girls reporting higher engagement than boys. These trends did not vary across the 12 countries according to the Human Development Index and Hofstede's Individualism Index. Most of the contextual factors (instructional practices, teacher support, and parent support) were positively associated with student engagement. With the exception that parent support had a stronger association with student engagement in countries with higher collectivism, most of the associations between the contextual factors and student engagement did not vary across countries. Conclusions The results indicate both cultural universality and specificity regarding contextual factors associated with student engagement in school. They illustrate the advantages of integrating etic and emic approaches in cross-cultural investigations.
Type: Peer Reviewed Journal Article
URI: http://hdl.handle.net/20.500.11861/3773
ISSN: 0007-0998
DOI: 10.1111/bjep.12079
Appears in Collections:Counselling and Psychology - Publication

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