Examining the contribution of student anxiety and opposition-defiance to the internal dynamics of affective,Cognitive and Behavioural Engagement in Math |
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| Institution: | 1. Canada Research Chair on School, Children Well-Being, and Educational Success, Canada;2. School Environment Research Group, School of Psychoeducation, Université de Montréal, Canada;3. Department of Psychology, Concordia University, Canada;1. DIPF | Leibniz Institute for Research and Information in Education, Frankfurt a. M., Germany;2. Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA), Frankfurt a. M., Germany;3. Empirical Educational Research, Augsburg University, Germany;1. Georgia State University, USA;2. University of New Hampshire, USA;3. Arizona State University, USA;1. Leipzig University, Germany;2. University of Eastern Finland, Finland;3. University of Jyväskylä, Finland;4. University of Jena, Germany;1. University of Würzburg, Department of Psychology (Developmental Psychology), Röntgenring 10, 97070, Würzburg, Germany;2. University of Würzburg, Department of Psychology (Educational Psychology), Röntgenring 10, 97070, Würzburg, Germany;1. Department of Psychology and Human Development, Vanderbilt University, Peabody College #552, 230 Appleton Pl, Nashville, TN, 37203, United States;2. Department of Electrical Engineering and Computer Science, Vanderbilt University, Featheringhill Hall, 400 24th, Ave S. Nashville, TN, 37212, United States |
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| Abstract: | Anxiety and opposition-defiance in children are negatively linked to their classroom performance. However, little is known about the additive contribution of these difficulties on student engagement in math, especially in children living in low-income neighbourhoods. Using a sample of 460 students from grades 3 to 5, this study examines whether the link between student anxiety and opposition-defiance at the beginning of the school year and their affective, cognitive, and behavioural engagement in math by the end of the subsequent school year is mediated by shorterterm level of engagement. Results of the path analyses suggest that anxiety and opposition-defiance can predict a hierarchically structured downward spiral in student engagement. Such result is worrisome, given that fostering and honing good social, emotional, and cognitive academic skills in children forecast personal and economic success during the life course. Implications for theory and practice are discussed. |
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| Keywords: | Student engagement Anxiety Opposition-defiance Elementary school Low-income |
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