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The effect of YPAR on student self-efficacy and engagement in a suburban junior high school

Description
Educators often struggle to effectively engage all students. Part of the reason for this is adherence to behavioral principles which curtail student autonomy and diminish student self-efficacy. Youth Participatory Action Research (YPAR) can counter this problem; it was designed to increase autonomy for minority youth in urban high…

Educators often struggle to effectively engage all students. Part of the reason for this is adherence to behavioral principles which curtail student autonomy and diminish student self-efficacy. Youth Participatory Action Research (YPAR) can counter this problem; it was designed to increase autonomy for minority youth in urban high schools. I conducted a study to add to the growing conversation about YPAR in settings beyond urban high schools and to look at how YPAR can influence students’ self-efficacy. Drawing on results from surveys, interviews, and field observation, I found that students who participated in a YPAR program showed improved self-efficacy in contexts closely related to their work in YPAR among peers and for a peer audience, but they did not show improved self-efficacy in their relationships with community adults or with their school. Students’ improved self-efficacy stemmed from their social learning experiences and their perception of the community relevance, or authenticity, of their work. Schools seeking to improve engagement among students of any background should consider adopting approaches like YPAR which increase student autonomy and foment self-efficacy with authentic community-linked research.
ContributorsCox, Timothy (Author) / Boyd, Patricia R (Thesis advisor) / Durand, Elizabeth S (Committee member) / Goggin, Peter (Committee member) / Arizona State University (Publisher)
Created2017
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Understanding the Predictors of School Engagement and Implications for Intervention

Description
The predictors of school engagement in early childhood were examined, and mechanisms to improve classroom engagement levels were proposed for interventionists to consider. Literature was reviewed on the relations of child characteristics (i.e. effortful control, negative emotionality) and environmental characteristics (i.e. teacher-child relationship quality, classroom environment) to children's school engagement.…

The predictors of school engagement in early childhood were examined, and mechanisms to improve classroom engagement levels were proposed for interventionists to consider. Literature was reviewed on the relations of child characteristics (i.e. effortful control, negative emotionality) and environmental characteristics (i.e. teacher-child relationship quality, classroom environment) to children's school engagement. Finally, a logic model was developed to guide future intervention work.
ContributorsBovee, Emily Ann (Author) / Spinrad, Tracy (Thesis director) / Valiente, Carlos (Committee member) / Gaertner, Bridget (Committee member) / Barrett, The Honors College (Contributor) / Department of Psychology (Contributor)
Created2013-05