nach oben

Social Indicators Research

Erschienen in:

01.07.2013

Academic Coping, Friendship Quality, and Student Engagement Associated with Student Quality of School Life: A Partial Least Square Analysis

verfasst von: Lei Mee Thien, Nordin Abd Razak

Erschienen in: Social Indicators Research | Ausgabe 3/2013

Einloggen

Aktivieren Sie unsere intelligente Suche, um passende Fachinhalte oder Patente zu finden.

search-config

KI-gestützte Suche

Aus

Abstract

This study aims to examine an untested research model that explains the direct- and indirect influences of Academic Coping, Friendship Quality, and Student Engagement on Student Quality of School Life. This study employed the quantitative-based cross-sectional survey method. The sample consisted of 2400 Malaysian secondary Form Four students chosen equally from 50 schools using Multistage Stratified Cluster Sampling procedure. Self-reported questionnaire was administered. The data was analyzed with Partial Least Square approach using SmartPLS 2.0. Findings showed that Academic Coping, Student Engagement, and Friendship Quality significantly explained about 46 % of variance in Student Quality of School Life. Student Engagement also contributed approximately 44 % of variance in mediating the relationship between Academic Coping and Student Quality of School Life; and approximately 67 % of variance between Friendship Quality and Student Quality of School Life. Findings indicated the predictability of the model in terms of predictive relevance and global goodness of fit. Limitations and suggestions for future studies are discussed.

Vorheriger Artikel Parental Support for Basic Psychological Needs and Happiness: The Importance of Sense of Uniqueness

Nächster Artikel Who Makes the Most? Measuring the “Urban Environmental Virtuosity”

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

über 102.000 Bücher
über 537 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Finance + Banking
Management + Führung
Marketing + Vertrieb
Maschinenbau + Werkstoffe
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Wirtschaft"

Online-Abonnement

Mit Springer Professional "Wirtschaft" erhalten Sie Zugriff auf:

über 67.000 Bücher
über 340 Zeitschriften

aus folgenden Fachgebieten:

Bauwesen + Immobilien
Business IT + Informatik
Finance + Banking
Management + Führung
Marketing + Vertrieb
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Ainley, J. (1986). Quality of school life in secondary schools. Victorian Institute of Educational Research Bulletin, 58(56), 1–18.

Ainley, J. (1991). High school factors that influence students to remain in school. Journal of Educational Research, 85(2), 69–80.

Ainley, J., Batten, M., & Miller, H. (1984). Staying at high school in Victoria [ACER Research Monograph No. 23]. Melbourne, Australia: Australian Council for Educational Research.

Ainley, J., & Bourke, S. (1992). Student view of primary schooling. Research Papers in Education Policy and Practice, 7(2), 107–128.CrossRef

Ainley, J., Goldman, J., & Reed, R. (1990). Primary schooling in Victoria: A study of students’ attitude and achievements in Years 5 and 6 of government primary schools. ACER monograph no. 37. Hawthorn, Victoria: Australian Council for Education Research.

Ainuddin, R. A., Beamish, P. W., Hulland, J. S., & Rouse, M. J. (2007). Resource attributes and firm performance in international joint ventures. Journal of World Business, 42(1), 47–60.CrossRef

Akey, T. (2006). School context, students attitudes and behavior, and academic achievement. Retrieved from http://scholar.google.com.ezproxy.auckland.ac.nz/scholar?as_q=School+Context%2C+Student+Attitudes+and+Behavior%2C+and+Academic+Achievement%3A+An+Exploratory+Analysis&ie=utf8&oe=utf8.

Allport, G. W. (1985). The historical background of social psychology. In G. Lindzey & E. Aronson (Eds.), The Handbook of Social Psychology. New York: McGraw Hill.

Anastasi, A. (1988). Psychological testing (6th ed.). New York: Macmillan.

Anderson, J. C., & Gerbing, D. W. (1988). Structural equation modelling in practice: A review and recommended two-step approach. Psychology Bulletin, 103, 411–423.CrossRef

Appleton, J. J., Christenson, S. L., & Furlong, M. J. (2008). Student engagement with school: Critical conceptual and methodological issues of the construct. Psychology in the Schools, 45(5), 2008.CrossRef

Armacost, R. L. (1989). Perceptions of stressors by high school students. Journal of Adolescent Research, 4, 443–461.CrossRef

Asher, S. R., & Parker, J. G. (1993). Friendship and friendship quality in middle childhood: Links with peer group acceptance and feelings of loneliness and social dissatisfaction. Developmental Psychology, 29, 611–621.CrossRef

Bagozzi, R. P., & Yi, Y. (1988). On the evaluation of structural equation models. Journal of the Academy of Marketing Science, 16(1), 74–94.CrossRef

Bailey, R. C., & Miller, C. (1998). Life satisfaction and life demands in college students. Social Behavior and Personality, 26, 51–56.CrossRef

Barron, R. M., & Kenny, D. S. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical consideration. Journal of Personality and Social Psychology, 51, 1173–1182.CrossRef

Batten, M., & Girling-Butcher, S. (1981). Perceptions of the quality of school life: A case study of schools and students. (Research monograph no. 13). Hawthorn: Australian Council for Educational Research.

Berndt, T. J. (1996). Exploring the effects of friendship quality on social development. In W. M. Bukowski, A. F. Newcomb & W. W. Hartup (Eds.), The company they keep: Friendship in childhood and adolescence (pp. 346–365). Cambridge, England: Cambridge University Press.

Berndt, J. T. (2002). Friendship quality and social development. Current Direction in Psychological Science, 11(1), 7–10.CrossRef

Berndt, T. J., & Keefe, K. (1995). Friends’ influence on adolescents’ adjustment to school. Child Development, 66, 1312–1329.CrossRef

Berndt, T. J., & Perry, T. B. (1986). Children’s perceptions of friendships as supportive relationships. Development Psychology, 22, 640–648.CrossRef

Bishop, R., Berryman, M., Cavanagh, T., Teddy, L. (2007). Te Kötahitanga Phase 3 Whanaungatanga: Establishing a culturally responsive pedagogy of relations in Mainstream Secondary School Classrooms. Wellington: Ministry of Education.

Bliese, P. D. (2000). Within-group agreement, non-independence, and reliability: Implications for data aggregation and analysis. In K. J. Klein & S. W. Kozlowski (Eds.), Multilevel theory, research, and methods in organizations (pp. 349–381). San Francisco: Jossey-Bass.

Bock, G. W., Zmud, R. W., Kim, Y. G., & Lee, J. N. (2005). Behavioral intention formation in knowledge sharing: Examining the roles of extrinsic motivators, social-psychological forces, and organizational climate. MIS Quarterly, 29(1), 87–111.

Bukowski, W. M., & Hoza, B. (1989). Popularity and friendship: Issues in theory, measurement, and outcome. In T. J. Berndt & G. W. Ladd (Eds.), Peer Relationsips in child development (pp. 15–45). New York: Wiley.

Bukowski, W. M., Hoza, B., & Boivin, M. (1994). Measuring friendship quality during pre-and early adolescence: The development and psychometric properties of the friendship qualities scale. Journal of social and Personal Relationships, 11, 471–484.CrossRef

Burnett, P. C., & Fanshawe, J. P. (1997). Measuring school-related stressors in adolescents. Journal of Youth and Adolescence, 26, 415–428.CrossRef

Burns, A., & Homel, R. (1985). Social inequalities and adjustment to school. Australian Journal of Education, 29(1), 76–91.

Chang, E. C. (2001). Life stress and depressed mood among adolescents: Examining a cognitive-affective mediation model. Journal of Social and Clinical Psychology, 20(3), 416–429.CrossRef

Cheng, S. T., & Chan, A. C. M. (2003). The development of brief measure of school attitude. Educational and Psychological Measure, 63(6), 1060–1070.

Chin, W. W. (1998). The partial least square approach for structural equation modeling. In G. A. Marcoulides (Ed.), Modern methods for business research (pp. 295–336). Mahwah: Lawrence Erlbaum.

Chin, W. W. (2010). How to write up and report PLS analyses. In V. Esposito Vinzi, W. W. Chin, J. Henseler & H. Wang (Eds.), Handbook of partial least squares: Concepts, methods and application (pp. 645–689). New York: Springer.

Cleary, T., & Zimmerman, B. (2004). Self-regulation empowerment program: A school-base program to enhance self regulated and self-motivated cycles of student learning. Psychology in Schools, 4(5), 537–550.

Cohen, J. (1988). Statistical power analysis for the behavioural sciences. Hillsdale, NJ: Lawrencw Erlbaum.

Cohen-Sandler, R., Berman, A. L., & King, R. A. (1982). Life stress and symptomatology: Determines of suicidal behavior in children. Journal of American Academy of Child Psychiatry, 21, 178–186.CrossRef

Compas, B. E., Connor-Smith, J. K., Saltzman, H., Thomsen, A. H., & Wadsworth, M. E. (2001). Coping with stress during childhood and adolescence. Psychological Bulletin, 127(1), 87–127.CrossRef

Compas, B. E., Malcarne, V. L., & Fondacaro, K. M. (1988). Coping with stressful events in older children and young adolescents. Journal of Consulting and Clinical Psychology, 56, 405–411.

Cooper, P. (1993). Effective schools disaffected students. London: Routledge.CrossRef

Corno, L., & Mandinach, E. (1983). The role of cognitive engagement in classroom learning and motivation. Educational Psychologist, 18, 88–108.CrossRef

Creemers, B. P. M., & Scheerens, J. (1994). Developments in the educational effectiveness research program. In R. J. Bosker, B. M. P. Creemers, & J. Scheerens (Eds.), Conceptual and Methodological Advances in Educational Effectiveness Research, Special issues of International Journal of Educational Research, 21(2), 125–140.

Dattalo, P. (2008). Determining sample size: Balancing power, precision, and practically. United States of America: Oxford University Press.CrossRef

deAnda, D. (1995). Adolescent, encyclopedia of social work (19th ed.). Silver Spring, MD: National Association of Social Workers.

deAnda, D., Baroni, S., Boskin, L., Buchwald, L., Morgan, J., Ow, J., et al. (2000). Stress, stressors and coping among high school students. Children and Youth Services Review, 22(6), 441–463.CrossRef

Dembo, M., & Eaton, M. (2000). Self-regulation of academic learning in middle-level schools. The Elementary School Journal, 100(5), 473–490.

Demir, M., & Özdemir, M. (2010). Friendship, need satisfaction and happiness. Journal of Happiness Studies, 11, 243–259.CrossRef

Diener, E. (1984). Subjective well-being. Psychology Bulletin, 95, 542–575.

Diener, E., Larsen, R. J., & Emmons, R. A. (1984). Person × situation interactions: Choice of situations and congruence response models. Journal of Personality Social Psychology, 47, 580–592.

Diener, E., Scollon, C. N., Oishi, S., Dzokoto, V., & Suh, M. (2000). Positivity and the construction of life satisfaction judgments: Global happiness is not the sum of its parts. Journal of Happiness Studies, 1, 159–176.

Dinsmore, D., Alexander, P., & Loughlin, S. (2008). Focusing the conceptual lens on metacognition, self-regulation, and self-regulated learning. Educational Psychology Review, 20, 391–409.

Dyson, R., & Renk, K. (2006). Freshmen adaptation to university life: Depressive symptoms, stress, and coping. Journal of Clinical Psychology, 62(10), 1231–1244.CrossRef

Edwards, J. R. (2001). Multidimensional constructs in organizational behaviour research: An integrative analytic framework. Organizational Research Methods, 4(2), 144–192.CrossRef

Eisenberg, N., Fabes, R. A., Bernzsweig, J., Karbon, M., Poulin, R., & Hanish, L. (1993). The relations of emotionality and regulation to preschoolers’ social skills and sociometric status. Child Development, 64, 1418–1438.

Epstein, J. L., & McPartland, J. M. (1976). The concept and measurement of the quality of school life. American Educational Research Journal, 13, 15–30.CrossRef

Erickson, F. (1991). Advantages and disadvantages of qualitative research design on foreign language research. In B. F. Freed (Ed.), Foreign language acquisition research and the classroom (pp. 338–353). Lexington, MA: D. C. Heath.

Fine, G. A. (1981). Friends, impression management, and preadolescent behaviour. In S. R. Asher & J. M. Gottman (Eds.), The development of children’s frienships (pp. 29–52). New York: Cambridge University Press.

Finn, J. D. (1989). Withdrawing from school. Review of Educational Research, 59, 117–142.CrossRef

Finn, J. D. (1993). School engagement and students at risk. Washington, DC: National Center for Education Statistics.

Finn, J. D., & Rock, D. A. (1997). Academic success among students at risk for school failure. Journal of Applied Psychology, 82, 221–234.CrossRef

Fitz-Gibbon, C., & Kochan, S. (2000). School effectiveness and education indicators. In C. Teddlie & D. Reynolds (Eds.), The international handbook of school effectiveness research (pp. 257–282). London: Falmer Press.

Flynn, M. (1993). The culture of Catholic schools. Sydney, NSW, Australia: St. Paul’s.

Folkman, S., & Lazarus, R. S. (1985). If it changes it must be a process: Study of emotion and coping during three stages of a college examination. Journal of Personality and Social Psychology, 48, 150–170.

Fornell, E. F., & Larker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18, 39–50.CrossRef

Frederick, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the Concept, state of the evidence. Review of Educational Research, 24(1), 59–109.CrossRef

Friedich, W., Reams, R., & Jacobs, J. (1982). Depression and suicidal ideation in early adolescents. Journal of Youth and Adolescent, 11, 403–407.CrossRef

Furman, W., & Buhrmester, D. (1985). Children’s perceptions of the personal relationships in their social network. Developmental Psychology, 21, 1016–1024.CrossRef

Galaif, E., Sussman, S., Chou, C. P., & Wills, T. (2003). Longitudinal relations among depression, stress and coping in high risk youth. Journal of Youth and Adolescence, 32, 243–258.CrossRef

Gefen, D. (2000). E-commerce: The role of familiarity and trust. Omega: The International Journal of Management Science, 28(6), 725–737.CrossRef

Geisser, S. (1975). The redictive sample reuse method with applications. Journal of the American Statistical Association, 70, 320–328.CrossRef

Goodenow, C. (1993). Classroom belonging among early adolescent students: Relationships to motivation and achievement. Journal of Early Adolescence, 13, 74–98.

Goodenow, C., & Grady, K. E. (1993). The relationship of school belonging and friends’ values to academic motivation among urban adolescent students. Journal of Experimental Education, 62, 60–71.CrossRef

Gowan, J., & Bruch, C. B. (1971). The academically talented student and guidance. Boston: Houghton-Mifflin.

Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (Eds.). (2010). Multivariate data analysis. New Jersey: Prentice Hall.

Hair, J. F., Ringle, C. M., & Sarstedt, M. (2011). PLS-SEM: Indeed a silver bullet. Journal of Marketing Theory and Practice, 19(2), 139–151.CrossRef

Hay, I. (1994). The formation of self-perception and the interactions between academic self-perception and academic achievement of primary school students (Unpublished PhD thesis). Brisbane: University of Queensland.

Hedges, L. V., & Hedberg, E. C. (2007). Intraclass correlation values for planning group randomized trials in education. Educational Evaluation and Policy Analysis, 29, 60–87.CrossRef

Henseler, J., Ringle, C. M., & Sinkovics, R. R. (2009). The use of partial least squares path modeling in international marketing. Advances in International Marketing, 20, 277–320.CrossRef

Hofman, R. H., Hofman, A. H., & Guldemond, H. (1999). Social and cognitive outcomes: A comparison of contexts of learning. School effectiveness and School Improvement, 10(3), 354–366.CrossRef

Huber, F., Herrmann, A., Frederik, M., Vogel, J., & Vollhardt, K. (2007). Kausalmodellierungmit Partial Least Squares-EineanwendungsorientierteEinführung. Wiesbaden: Gabler.

Isralowitz, R. E., & Hong, O. T. (1990). Singapore youth: The impact of social status on perceptions of adolescent problems. Adolesence, 25, 357–362.

Johnson, J. H., & McCuthcheon, S. M. (1980). Assessing life stress in older children and adolescents: Preliminary findings with the life even checklist. In I. G. Sarason & C. D. Speilberger (Eds.), Stress and anxiety (pp. 111–125). Washington, DC: Hemisphere.

Kaplan, D. S., Liu, R. X., & Kaplan, H. B. (2005). School related stress in early adolescent and academic performance three years later: The conditional influence of self-expectations. Social Psychology of Education, 8, 3–17.

Karatzias, A., Power, K. G., & Swanson, V. (2001). Quality of school life: Development and preliminary standardization of an instrument based on performance indicators in Scottish secondary schools. School Effectiveness and School Improvement, 12, 265–284.CrossRef

Karatzias, A., Power, K. G., Flemming, J., Lennan, F., & Swanson, V. (2002). The role of demographics, personality variables and school stress on predicting school satisfaction/dissatisfaction: Review of the literature and research findings. Educational Psychology, 22(1), 34–50.CrossRef

Kashy, D. A., Donnellan, M. B., Ackerman, R. A., 7 Russell, D. W. (2009). Reporting and interpreting research in PSPB: Practices, principles, and Pragmatics. Retrieved January, 2012, from http://psp.sagepub.com.

Keefe, K., & Berndt, T. J. (1996). Relations of friendship quality to self-esteem in early adolescence. Journal of Early Adolescence, 16, 110−129.

Kish, L. (2004). Statistical design for research. Hoboken, NJ: Wiley.

Knuver, A. W. M., & Brandsma, H. (1993). Cognitive and affective outcomes in school effectiveness research. School Effectiveness and School Improvement, 4(3), 189–204.CrossRef

Kong, C. K. (2008). Classroom learning experiences and students’ perceptions of quality of school life. Learning Environment Research, 11, 111–129. doi:10.1007/s10984-008-9040-9.CrossRef

Kozlowski, S. W. J., & Hattrup, K. (1992). A disagreement about within-group agreement: Disentangling issues of consistency versus consensus. Journal of Applied Psychology, 77, 161–167.CrossRef

Ladd, G. W., Kochenderfer, B. J., & Coleman, C. C. (1996). Friendship quality as a predictor of young children’s early school adjustment. Child Development, 67, 1103–1118.CrossRef

Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. New York: Springer.

LeBreton, J. M., Burgess, J. R. D., Kaiser, R. B., Atchley, E. K. P., & James, L. R. (2003). The restriction of variance hypothesis and inter rater reliability and agreement: Are ratings from multiple sources really dissimilar? Organizational Research Methods, 6(1), 80–128.CrossRef

Leonard, C. A. R. (2002). Quality of school life and attendance in primary schools. Unpublished PhD thesis. University of Newcastle, Newcastle, Australia.

Leonard, C. A. R., Bourke, S., & Schofield, N. J. (2002). Student stress and absenteeism in primary schools. Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne, November. Published on the internet at http://www.swin.edu.au/aare/conf99.htm/leo99.452. Accessed May 20th, 2010.

Libbey, H. (2004). Measuring student relationships to school: Attachment, bonding, connectedness, and engagement. The Journal of School Health, 74(7), 274–283.

Lindsey, E. W. (2002). Preschool children’s friendships and peer acceptance: Links to social competence. Child Study Journal, 32(3), 145–157.

Lumley, M. A., & Provenzano, K. M. (2003). Stress management through written emotional disclosure improves academic performance among college students with physical symptoms. Journal of Educational Psychology, 95(3), 641–649.CrossRef

Mackenzie, S. B., Podsakoff, P. M., & Jarvis, C. B. (2005). The problem of measurement model misspecification in behavioural and organizational research and some recommended solutions. Journal of Applied Psychology, 90(4), 710–730.CrossRef

Madaus, G. F., Airasian, P. W., & Kellaghan, T. (1980). School effectiveness: A reassessment of the evidence. New York: McGraw-Hill.

Maglen, F. (1997). Failing kids…unhappy teachers. Australian Journal of Learning Difficulties, 2(3), 2–4.

Malin, A., & Linnäkyla, P. (2001). Multilevel modeling in repeated measures of the quality of Finnish school life. Scandinavian Journal of Educational Research, 45(2), 145–166.

Martin, R. A., Kazarian, S. S., & Breiter, H. J. (1995). Perceived stress, life events, dysfunctional attitudes, and depression in adolescent psychiatric inpatients. Journal of Psychopathology & Behavioral Assessment, 17, 81–95.CrossRef

Mayberry, D. J., & Graham, D. (2001). Hassles and uplifts: Including interpersonal events. Stress and Health, 17, 91–104.CrossRef

McCoach, D. B., & Adelson, J. L. (2010). Dealing with dependence (Part 1): Understanding the effects of clustered data. Gifted Child Quartely, 54(2), 152–155.CrossRef

McGuire, D. F., & Mitic, W. (1987). Perceived stress in adolescents: What normal teenagers worry about. Canada’s Mental Health, 35(2), 2–5.

Meeca, J. L., Blumenfeld, P. C., & Hoyle, R. (1988). Students’ goal orientations and cognitive engagement in classroom activities. Journal of Educational Psychology, 80, 514–523.CrossRef

Mitman, A. L., & Packer, M. J. (1982). Concerns of seventh-graders about their transition to junior high school. Journal Early Adolescence, 2, 319–338.CrossRef

Mok, M., & Flynn, M. (1997). Quality of school life and students’ achievement in the HSC: A multilevel analysis. Australia Journal of Education, 41(2), 169–188.CrossRef

Mok, M., & Flynn, M. (2002). Determinants of students’ quality of school life: A path model. Learning Environment Research, 5, 275–300.

Mortimore, P., Sammons, O., Stoll, L., Lewis, D., & Ecob, R. (1988). The effects of school membership on pupils’ educational outcomes. Research Papers in Education, 3(1), 3–26.CrossRef

Natriello, G. (1984). Problems in the evaluation of students and students from secondary schools. Journal of Research and Development in Education, 17, 14–24.

Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric theory. New York: McGraw Hill.

O’Hanlon, C. (2000). The emotionally competent school: A step towards school improvement and raising standards. Management in Education, 14(2), 22–24.

Omizo, M. M., Omizo, S. A., & Suzuki, L. A. (1988). Children and stress: An exploratory study of stressors and symptons. School Counseling, 35, 267–274.

Organisation for Economic Co-operation and Development (OECD). (2003). Student engagement at school: A sense of belonging and participation. Results from PISA 2000. Retrieved May 20, 2010 from http://www.pisa.oecd.org/dataoecd/42/35/33689437.pdf.

Park, S.-Y. (2005). Student engagement and classroom variables in improving mathematical achievement. Asia Pacific Education Review, 6(1), 87–97.CrossRef

Pintrich, P. R., & De Groot, E. (1990). Motivated and self-regulated learning components of academic performance. Journal of Educational Psychology, 82, 33–40.

Pintrich, P. R., & Schrauben, B. (1992). Students’ motivational beliefs and their cognitive engagement in clasroom academic tasks. In D. H. Schunk & J. Meece (Eds.), Student perceptions in the classroom (pp. 149–179). Hillsdale, NJ: Lawrence Erlbaum.

Pritchard, M. E., Wilson, G. S., & Yamnitz, B. (2007). What predicts adjustment among college students?: A longitudinal panel study. Journal of American College Health, 56(1), 15–21.CrossRef

Ramsay, W., & Clark, E. E. (1990). New ideas for effective school improvement: Vision, social capital and evaluation. London: Falmer Press.

Ringle, C., Wende, S., & Will, A. (2005). SmartPLS 2.0 (Beta). Hamburg, (www.smartpls.de).

Rosier, M. J., & Ross, K. N. (1992). Sampling and administration. In J. P. Keeves (Ed.), The IEA technical handbook. The Hague: IEA.

Rutter, M. (1989). Presentation at the Pre-SRCD conference on Peer Relations. Kansas City, Missouri.

Rutter, M., Maughan, B., Mortimore, P., Outson, J., & Smith, A. (1979). Fifteen thousand hours: Secondary schools and their effects on children, London: Open Books and Boston. MA: Harvard University Press.

Samdal, O., Wold, B., & Bronis, M. (1999). Relationship between students’ perceptions of school environment, their satisfaction with school and perceived academic achievement: An international study. School Effectiveness and School Improvement, 10(3), 296–320.CrossRef

Scheerens, J. (2000). Improving school effectiveness. Paris: UNESCO, IIEP, Fundamentals of Educational Planning series no. 68.

Scheerens, J., & Creemers, B. P. M. (1995). School Effectiveness in the Netherlands: Research, Policy and Practice. In B. P. M. Creemers & N. Osinga (Eds.), ICSEI country report (pp. 81–106). Leeuwarden, Netherlands: ICSEI Secretariat.

Seidman, E., Allen, L., Aber, J. L., Mitchel, C., & Feinman, J. (1994). The impact of school transition in early adolescence on the self-esteem and perceived social context of poor Urban Youth. Child Development, 65, 507–522.CrossRef

Sekaran, U., & Bougie, R. (2010). Research Methods for Business: A Skill Building Approach. UK: Wiley.

Shernoff, D., & Schmidt, J. (2008). Further evidence of an engagement-achievement paradox among US high school students. Journal of Youth and Adolescence, 37, 564–580.

Shrout, P. E., & Fleiss, J. L. (1979). Intraclass correlations: Uses in assessing rater reliability. Psychological Bulletin, 86(2), 420–428.CrossRef

Skinner, E. A. (1995). Perceived control, motivation, and coping. Thousand Oaks, CA: Sage.

Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85, 571–581.

Skinner, E. A., & Wellborn, J. G. (1994). Coping during childhood and adolescence: A motivational perspective. In D. Featherman, R. Lerner, & M. Perlmutter (Eds.), Life-span development and behavior (pp. 91–133). Hillsdale, NJ: Erlbaum.

Skinner, E. A., Wellborn, J. G., & Connell, J. P. (1990). What it takes to do well in school and whether I’ve got it: The role of perceived control in children’ engagement and school achievement. Journal of Educational Psychology, 82, 22–32.CrossRef

Smyth, E. (1999). Pupil performance, absenteeism and school drop-out: A multi-dimensional analysis. School Effectiveness and School Improvement, 10, 480–502.CrossRef

Sobel, M. (1982). Asymptotic confidence intervals for indirect effects on structural equation models. In S. Leinhardt (Ed.), Sociological methodology (pp. 290–312). NewYork: Jossey-Bass.

Stone, M. (1974). Cross-validated choice and assessment of statistical predictions. Journal of the Royal Statistical Society: Series B, 36(2), 111–133.

Straub, D., Boudreau, M.-C., & Gefen, D. (2004). Validation guidelines for IS positivist research. Communications of the AIS, 13, 380–427.

Struthers, C. W., Perry, R. P., & Menec, V. H. (2000). An examination of the relationship among academic stress, coping, motivation and performance in college. Research in Higher Education, 41(5), 581–592.CrossRef

Strutynski, P. (1985). A survey of Queensland Year 10, 11, and 12.student attitude to schools and schooling. State Planning Committee, International Youth Year, Brisbane.

Tenenhaus, M., Vinzi, V. E., Chatelin, Y.-M., & Lauro, C. (2005). PLS path modeling. Computational Statistics & Data Analysis, 48(1), 159–205.CrossRef

Townsend, T. (1994). Goals for effective schools: The view from the field. School Effectiveness and School Improvement, 5(2), 127–148.CrossRef

Tsai, Y., Kunter, M., Ludtke, O., Trautwein, U., & Ryan, R. (2008). What makes lessons interesting? The role of situational and individual factors in three school subjects. Journal of Educational Psychology, 100(2), 460–472.

Urbach, N., & Ahlemann, F. (2010). Structural Equation Modeling in information system using Partial Least Square. Journal of Information Technology Theory and Application, 11(2), 5–40.

Van Damme, J., De Fraine, B., Van Landeghem, G., Opdenakker, M.-Ch., & Onghena, P. (2002). A new study on educational effectiveness in secondary schools in Flanders: An introduction. School Effectiveness and School Improvement, 13, 383–397.CrossRef

Van de Gaer, E., Pustjens, H., Van Damme, J., De Munter, A., & Onghena, P. (2006). Tracking and the effects of school-related attitudes on the language achievement of boys and girls. British Journal of Sociology of Education, 27, 297–309.

Voelkl, K. E. (1995). School Warmth, student participation, and achievement. Journal of Experimental Education, 63, 127–138.CrossRef

Voelkl, K. E. (1997). Identification with school. American Journal of Education, 105, 295–319.CrossRef

Weintraub, N., & Bar-Haim Erez, A. (2009). Quality of life in school (QoLS) questionnaire: Development and validity. American Journal of Occupational Theraphy, 63, 724–731.

Wetzels, M., Schroder, G. O., & Oppen, V. C. (2009). Using PLS path modelling for assessing hierarchical construct models: Guidelines and empirical illustration. MIS Quarterly, 33(1), 177–195.

Williams, T., & Batten, M. (1981). The quality of school life. Research monograph no. 12. Hawthorn, VIC: Australian Council for Educational Research.

Willms, J. D. (2003). Student engagement at school: A sense of belonging and participation. Paris: Organization for Economic Co-operation and Development.

Wold, H. (1982). Soft modeling: Intermediate between traditional model building and data analysis. Mathematical Statistics, 6, 333–346.

Woods, P. (1990). The happiest days? How pupils cope with school. London: The Falmer Press.

Yazzie-Mintz, E. (2007). Voices of students on engagement: A report on the 2006 high school survey of student engagement. bloomington: Center for Evaluation & Education Policy, Indiana University. Retrieved August, 2010, from http://ceep.indiana.edu/hssse/pdf/HSSSE_2006_Report.pdf.

Yonezawa, S., Makeba, J., & Joselowsky, F. (2009). Youth engagement in high schools: Developing a multidimensional, critical approach to improving engagement for all students. Journal of Educational Change, 10, 191–209.

Titel: Academic Coping, Friendship Quality, and Student Engagement Associated with Student Quality of School Life: A Partial Least Square Analysis
verfasst von: Lei Mee Thien
Nordin Abd Razak
Publikationsdatum: 01.07.2013
Verlag: Springer Netherlands
Erschienen in: Social Indicators Research / Ausgabe 3/2013
Print ISSN: 0303-8300
Elektronische ISSN: 1573-0921
DOI: https://doi.org/10.1007/s11205-012-0077-x

Springer Professional

Abstract

Bitte loggen Sie sich ein, um Zugang zu Ihrer Lizenz zu erhalten.

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Springer Professional "Wirtschaft"

Weitere Artikel der Ausgabe 3/2013

Environment and Happiness: New Evidence for Spain

Parental Support for Basic Psychological Needs and Happiness: The Importance of Sense of Uniqueness

Criminal Victimization and Crime Risk Perception: A Multilevel Longitudinal Study

Social Exclusion and Its Causes in East Asian Societies: Evidences from SQSQ Survey Data

Choices Which Change Life Satisfaction: Similar Results for Australia, Britain and Germany

Subjective Wellbeing: Telling Only Half the Story

Premium Partner