School engagement and intentional self-regulation : a reciprocal relation in adolescence
The importance of school engagement (i.e., the willingness to engage in learning) for school success, such as good academic achievement and low dropout rates, has been well established. At the same time, intentional selfregulation (ISR; i.e., the ability to set, prioritize, and obtain long-term goal...
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Univeristy of Iceland
2017
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ftopinvisindi:oai:opinvisindi.is:20.500.11815/1012 2023-05-15T16:49:04+02:00 School engagement and intentional self-regulation : a reciprocal relation in adolescence Stefánsson, Kristján K. Steinunn Gestsdóttir Uppeldis- og menntunarfræðideild (HÍ) Faculty of Education Studies (UI) Sálfræðideild (HÍ) Faculty of Psychology (UI) Menntavísindasvið (HÍ) School of Education (UI) Heilbrigðisvísindasvið (HÍ) School of Health Sciences (UI) Háskóli Íslands University of Iceland 2017-05 https://hdl.handle.net/20.500.11815/1012 en eng Univeristy of Iceland Kristján Ketill Stefánsson. (2017). School engagement and intenional self-regulation: A reciprocal relation in adolescence (Doctoral theses). University of Iceland, School of Education, Reykjavík. 9789935929785 https://hdl.handle.net/20.500.11815/1012 info:eu-repo/semantics/openAccess Doktorsritgerðir Skólastarf Unglingar Sjálfstjórn (sálfræði) Nemendur Markmið info:eu-repo/semantics/doctoralThesis 2017 ftopinvisindi https://doi.org/20.500.11815/1012 2022-11-18T06:51:41Z The importance of school engagement (i.e., the willingness to engage in learning) for school success, such as good academic achievement and low dropout rates, has been well established. At the same time, intentional selfregulation (ISR; i.e., the ability to set, prioritize, and obtain long-term goals) has been shown to be a precursor, mediator, and outcome of school engagement. However, the relation between school engagement and ISR during adolescence is poorly understood. In this research, I explored the reciprocal relation between school engagement and ISR during adolescence. This study had three goals. The first goal was to further the development of a valid measure of ISR for use with adolescents. The second goal was to contribute to the development of a valid measure of school engagement for use with adolescents. The third goal, which best captures the main purpose of the study, was to examine the hypothesized reciprocal relation of school engagement and ISR during the last two years of compulsory school in Iceland. The results from the development and adaptation of the school engagement and ISR measures were published in two journal articles based on four waves of data collected at the beginning and end of Grades 9 and 10 with a longitudinal sample of 561 youth in Iceland (46% girls, Mage at Wave 1 = 14.3 years, SD = 0.3). The third and final manuscript, based on data from the same longitudinal sample, supported the reciprocal relations of school engagement and ISR during adolescence after controlling for gender, academic achievement, and parent’s education. Furthermore, the results indicated decreased stability of both school engagement and ISR during the observed period. The decreasing stability is consistent with theories that present school engagement and ISR as malleable constructs that are open to contextual conditions. The reciprocal relations between school engagement and ISR support hypotheses that ISR skills are a key element in the promotion of school engagement. Keywords: intentional ... Doctoral or Postdoctoral Thesis Iceland Opin vísindi (Iceland) |
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Opin vísindi (Iceland) |
op_collection_id |
ftopinvisindi |
language |
English |
topic |
Doktorsritgerðir Skólastarf Unglingar Sjálfstjórn (sálfræði) Nemendur Markmið |
spellingShingle |
Doktorsritgerðir Skólastarf Unglingar Sjálfstjórn (sálfræði) Nemendur Markmið Stefánsson, Kristján K. School engagement and intentional self-regulation : a reciprocal relation in adolescence |
topic_facet |
Doktorsritgerðir Skólastarf Unglingar Sjálfstjórn (sálfræði) Nemendur Markmið |
description |
The importance of school engagement (i.e., the willingness to engage in learning) for school success, such as good academic achievement and low dropout rates, has been well established. At the same time, intentional selfregulation (ISR; i.e., the ability to set, prioritize, and obtain long-term goals) has been shown to be a precursor, mediator, and outcome of school engagement. However, the relation between school engagement and ISR during adolescence is poorly understood. In this research, I explored the reciprocal relation between school engagement and ISR during adolescence. This study had three goals. The first goal was to further the development of a valid measure of ISR for use with adolescents. The second goal was to contribute to the development of a valid measure of school engagement for use with adolescents. The third goal, which best captures the main purpose of the study, was to examine the hypothesized reciprocal relation of school engagement and ISR during the last two years of compulsory school in Iceland. The results from the development and adaptation of the school engagement and ISR measures were published in two journal articles based on four waves of data collected at the beginning and end of Grades 9 and 10 with a longitudinal sample of 561 youth in Iceland (46% girls, Mage at Wave 1 = 14.3 years, SD = 0.3). The third and final manuscript, based on data from the same longitudinal sample, supported the reciprocal relations of school engagement and ISR during adolescence after controlling for gender, academic achievement, and parent’s education. Furthermore, the results indicated decreased stability of both school engagement and ISR during the observed period. The decreasing stability is consistent with theories that present school engagement and ISR as malleable constructs that are open to contextual conditions. The reciprocal relations between school engagement and ISR support hypotheses that ISR skills are a key element in the promotion of school engagement. Keywords: intentional ... |
author2 |
Steinunn Gestsdóttir Uppeldis- og menntunarfræðideild (HÍ) Faculty of Education Studies (UI) Sálfræðideild (HÍ) Faculty of Psychology (UI) Menntavísindasvið (HÍ) School of Education (UI) Heilbrigðisvísindasvið (HÍ) School of Health Sciences (UI) Háskóli Íslands University of Iceland |
format |
Doctoral or Postdoctoral Thesis |
author |
Stefánsson, Kristján K. |
author_facet |
Stefánsson, Kristján K. |
author_sort |
Stefánsson, Kristján K. |
title |
School engagement and intentional self-regulation : a reciprocal relation in adolescence |
title_short |
School engagement and intentional self-regulation : a reciprocal relation in adolescence |
title_full |
School engagement and intentional self-regulation : a reciprocal relation in adolescence |
title_fullStr |
School engagement and intentional self-regulation : a reciprocal relation in adolescence |
title_full_unstemmed |
School engagement and intentional self-regulation : a reciprocal relation in adolescence |
title_sort |
school engagement and intentional self-regulation : a reciprocal relation in adolescence |
publisher |
Univeristy of Iceland |
publishDate |
2017 |
url |
https://hdl.handle.net/20.500.11815/1012 |
genre |
Iceland |
genre_facet |
Iceland |
op_relation |
Kristján Ketill Stefánsson. (2017). School engagement and intenional self-regulation: A reciprocal relation in adolescence (Doctoral theses). University of Iceland, School of Education, Reykjavík. 9789935929785 https://hdl.handle.net/20.500.11815/1012 |
op_rights |
info:eu-repo/semantics/openAccess |
op_doi |
https://doi.org/20.500.11815/1012 |
_version_ |
1766039127174676480 |