Authors
Abstract
The purpose of this study was to investigate the relationships between school safety and school engagement. The population is taken from students of the public high school of Rey, Tehran. The total numbers of the participants are 322 which were selected by the random cluster sampling method. School safety was measured using the Revised School safety Questionnaire (Skiba, Simmons, Peterson& Forde, 2006). School engagement was measured using the Revised School engagement Scale (Wang, Willett & Eccles 2011). The SPSS 18 and STATGRAPHICS 5.1 were used to conduct a canonical correlation analysis. Results from the canonical correlation model revealed that there is 3 significant set between school safety and school engagement. According to the first set, school climate and learning safety support shared 0/43 of the variance with self-regulated learning, belonging to school and using cognitive strategy .According to the second set, school climate, absence of delinquency, personal safety, and absence of incivility support shared 0/10 of the variance with self-regulated learning, belonging to school, using cognitive strategy, and passion to learn. According to the third set, school climate, absence of delinquency, connection, learning safety support shared 0.05 of the variance with self-regulated learning, belonging to school, and using cognitive strategy. In sum, in schools which we can see more safety, we can see more engagement. This result can be explained through Lewin's Field Theory, ecological perspective of Brenner, and Maslow's hierarchy of needs.
Keywords
برک، ل. (1384). روانشناسی رشد، ترجمۀ یحیی سیدمحمدی.تهران: ارسباران.
حجازی، ا؛ طباطبایی، م.ق؛ لواسانی، م.غ و مرادی، ا. (1393). روابط معلم با دانش آموز و درگیری در مدرسه: نقش میانجیگر نیازهای اساسی روانشناختی.فصلنامه پژوهشهای کاربردی روانشناختی، 5(1): 40-19.
قلاوندی، ح؛ امانیساری بگلو، ج و بابایی سنگلجی، م. (1391). تحلیل کانونی رابطۀ فرهنگ مدرسه با نیازهای روانشناختی در میان دانشآموزان. فصلنامۀ اندیشههای نوین تربیتی، 8 (4): 27-9
هومن، ح. ع. (1381). تحلیل دادههای چند متغیری در پژوهش رفتاری. تهران: انتشارات پارسا.
Akey, T. M. (2006). School Context, Student Attitudes and Behavior, and Academic Achievement: An Exploratory Analysis. MDRC.
Alexander, K. L., Entwisle, D. R., & Horsey, C. S. (1997). From first grade forward: Early foundations of high school dropout.Sociology of education, 87-107.
Appleton, J. J., Christenson, S. L., Kim, D., & Reschly, A. L. (2006).Measuring cognitive and psychological engagement: Validation of the Student Engagement Instrument.Journal of School Psychology, 44(5), 427-445.
Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (1996).Multifaceted impact of self‐efficacy beliefs on academic functioning.Child development, 67(3), 1206-1222.
Bowen, G. L., Richman, J. M., Brewster, A., & Bowen, N. (1998).Sense of school coherence, perceptions of danger at school, and teacher support among youth at risk of school failure.Child and adolescent social work journal, 15(4), 273-286.
Bowen, N. K., & Bowen, G. L. (1999).Effects of crime and violence in neighborhoods and schools on the school behavior and performance of adolescents.Journal of Adolescent Research, 14(3), 319-342.
Caraway, K., Tucker, C. M., Reinke, W. M., & Hall, C. (2003).Self‐efficacy, goal orientation, and fear of failure as predictors of school engagement in high school students.Psychology in the Schools, 40(4), 417-427.
Catalano, R. F., Oesterle, S., Fleming, C. B., & Hawkins, J. D. (2004). The importance of bonding to school for healthy development: Findings from the Social Development Research Group. Journal of School Health, 74(7), 252-261.
Chen, J. J. L. (2008). Grade-level differences: Relations of parental, teacher and peer support to academic engagement and achievement among Hong Kong students. School Psychology International, 29(2), 183-198.
Conner, J. O. (2009). Student engagement in an independent research project: The influence of cohort culture. Journal of Advanced Academics, 21(1), 8-38.
Doll, B., Pfohl, W., & Yoon, J. S. (Eds.).(2012). Handbook of prevention science.Routledge.
Dotterer, A. M. (2006). THE ECOLOGY OF CHILDREN AND ADOLESCENTS’ACADEMIC ADJUSTMENT.
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of educational research, 74(1), 59-109.
Garbarino, J., & Abramowitz, R. H. (1992). Children and families in the social environment (2nd ed.). New York: Aldine de Gruyter.
Gorski, J. D., & Pilotto, L. (1993). Interpersonal violence among youth: A challenge for school personnel. Educational Psychology Review, 5(1), 35-61.
Graham, S., & Bellmore, A. D. (2007). Peer victimization and mental health during early adolescence. Theory into practice, 46(2), 138-146.
Henrich, C. C., Brookmeyer, K. A., & Shahar, G. (2005). Weapon violence in adolescence: Parent and school connectedness as protective factors. Journal of Adolescent Health, 37(4), 306-312.
Kirby, D. (2001). Understanding what works and what doesn't in reducing adolescent sexual risk-taking. Family planning perspectives, 33(6), 276-281.
Lamborn, S., Newmann, F., & Wehlage, G. (1992).The significance and sources of student engagement.Student engagement and achievement in American secondary schools, 11-39.
Mandernach, B. J. (2009). Effect of instructor-personalized multimedia in the online classroom.The International Review of Research in Open and Distributed Learning, 10(3).
Mehta, S. B., Cornell, D., Fan, X., & Gregory, A. (2013).Bullying climate and school engagement in ninth‐grade students.Journal of school health, 83(1), 45-52.
Mitchell, M. M., Bradshaw, C. P., & Leaf, P. J. (2010). Student and teacher perceptions of school climate: A multilevel exploration of patterns of discrepancy. Journal of School Health, 80(6), 271-279.
Moore, K. A., & Lippman, L. H. (Eds.). (2006). What do children need to flourish?: Conceptualizing and measuring indicators of positive development (Vol. 3). Springer Science & Business Media.
Newmann, F. M. (1992). Student engagement and achievement in American secondary schools. Teachers College Press, 1234 Amsterdam Avenue, New York, NY 10027 (paperback: ISBN-0-8077-3182-X, $17.95; hardcover: ISBN-0-8077-3183-8, $38)..
Niemi, A. M. (2007). What are Effective Strategies to Support Student Engagement and Learning?(Doctoral dissertation, Evergreen State College).
Nishina, A., & Juvonen, J. (2005). Daily reports of witnessing and experiencing peer harassment in middle school. Child development, 76(2), 435-450.
Schneider, B., & Csikszentmihalyi, M. (2000).Becoming Adult: How Teenagers Prepare for the World of Work.
Shernoff, D. J., Csikszentmihalyi, M., Schneider, B., & Shernoff, E. S. (2014).Student engagement in high school classrooms from the perspective of flow theory.In Applications of Flow in Human Development and Education (pp. 475-494).Springer Netherlands.
Skiba, R., Simmons, A. B., Peterson, R., & Forde, S. (2006). The SRS safe school survey: A broader perspective on school violence prevention. Handbook of school violence and school safety: From research to practice, 157-170.
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(4), 571.
Skinner, E., Furrer, C., Marchand, G., & Kindermann, T. (2008). Engagement and disaffection in the classroom: Part of a larger motivational dynamic? Journal of Educational Psychology, 100, 765–781.
Sternberg, R. J., & Subotnik, R. F. (Eds.). (2006). Optimizing student success in school with the other three Rs: Reasoning, resilience, and responsibility. IAP.
Tabachnick, B.G. & Fidell, L.S. (2007).Using Multivariate statistics (5th edn). Boston: pearson Education.
Wang, M. T., & Holcombe, R. (2010).Adolescents’ perceptions of school environment, engagement, and academic achievement in middle school.American Educational Research Journal, 47(3), 633-662.
)