To be seen and heard: Enhancing student engagement to support university aspirations and expectations for students from low socioeconomic status backgrounds
To be seen and heard: Enhancing student engagement to support university aspirations and expectations for students from low socioeconomic status backgrounds
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DOI：
10.1002/berj.3659
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发表时间：
2020-07-11
影响因子：
2.3
通讯作者：
Pitman, Tim
中科院分区：
文献类型：
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作者：
Cunninghame, Ian;Vernon, Lynette;Pitman, Tim
教育工作者的一个重要目标是促进学生的参与，以支持重视和渴望更高层次的教育。为了重视教育，学生需要感受到他们是受欢迎的，表达他们的想法，并有意义地参与他们进入的每个教育空间。因此，“学生的声音”有可能成为一个重要的影响因素，影响学生在多大程度上成为自我调节的学习者，重视教育，从而支持他们的愿望，并建立他们对上大学的期望。本研究探讨了学生的声音在建立认知和情感参与中所起的作用，以及这是否反过来又会建立进一步学习的愿望和对大学入学的期望。学生的声音是可操作的程度，学生觉得听到，参与和支持学校社区。学生调查数据收集（N = 542），从低社会经济地位地区的西南走廊的大都市珀斯，西澳大利亚州。结构方程模型证实了我们的系列调解假设。对于学生来说，一个可辨别的学生的声音显着和积极地增加了认知参与（自我调节学习），这增加了情感参与（重视教育），这反过来又增加了大学的愿望，从而导致增加大学的期望。这项研究的结果强调了政策和实际干预措施的重要性，旨在发展强大的师生关系，学生觉得他们都看到和听到。
An important goal for educators is to foster student engagement in order to support a sense of valuing and aspiring to higher levels of education. To value education, students need to perceive that they are welcome, express their ideas and engage meaningfully in each education space they enter. Therefore, 'pupil voice' has the potential to become an important influencing factor regarding the degree to which students become self-regulated learners, value educationand consequently support their aspirations and build their expectations to go on to university. This study examines the role pupil voice plays in building cognitive and emotional engagement, and whether this, in turn, builds desire for further study and expectations for university entry. Pupil voice is operationalised as the extent to which the student feels heard, involved and supported by the school community. Student survey data was collected (N = 542) from a low socioeconomic status region of the southwest corridor of metropolitan Perth, Western Australia. Structural equation modelling substantiated our serial mediation hypothesis. For students, a discernible pupil voice significantly and positively increased cognitive engagement (self-regulated learning), which increased emotional engagement (valuing education) that, in turn, increased university desires, which led to increased university expectations. The results of this study underscore the importance of policies and practical interventions designed to develop strong student-teacher relationships, where students feel they are both seen and heard.