Indigenous children's affective engagement with school : The influence of socio-structural, subjective and relational factors
In this study, Indigenous children's affective engagement with primary school is examined in terms of feelings of involvement and belonging at school and towards education as a worthwhile pursuit. Previous Australian research has concentrated on Indigenous children's education through atte...
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| Veröffentlicht in: | The Australian journal of education 2017-11, Vol.61 (3), p.250-269 |
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| container_title | The Australian journal of education |
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| creator | Dunstan, Laura Hewitt, Belinda Tomaszewski, Wojtek |
| description | In this study, Indigenous children's affective engagement with primary school is examined in terms of feelings of involvement and belonging at school and towards education as a worthwhile pursuit. Previous Australian research has concentrated on Indigenous children's education through attendance and school performance. Data from wave 6 of the Longitudinal Study of Indigenous Children are used to investigate the socio-structural, subjective and relational factors which influence affective engagement with school. Results show that good relationships with peers and teachers are positively associated with Indigenous children's affective engagement. Negative feelings about Indigenous identity are negatively associated with affective engagement. Socio-structural factors associated with higher affective engagement include being female, living in remote areas and being healthier. Results also show that parental education, employment, household income or area-level socio-economic circumstances are not associated with affective engagement. These results suggest that factors influencing Indigenous children's affective engagement with school and towards education may differ from those affecting school attendance. They also emphasise the importance of subjective and relational influences on improving Indigenous children's education outcomes. [Author abstract] |
| doi_str_mv | 10.1177/0004944117732637 |
| format | Article |
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Previous Australian research has concentrated on Indigenous children's education through attendance and school performance. Data from wave 6 of the Longitudinal Study of Indigenous Children are used to investigate the socio-structural, subjective and relational factors which influence affective engagement with school. Results show that good relationships with peers and teachers are positively associated with Indigenous children's affective engagement. Negative feelings about Indigenous identity are negatively associated with affective engagement. Socio-structural factors associated with higher affective engagement include being female, living in remote areas and being healthier. Results also show that parental education, employment, household income or area-level socio-economic circumstances are not associated with affective engagement. These results suggest that factors influencing Indigenous children's affective engagement with school and towards education may differ from those affecting school attendance. They also emphasise the importance of subjective and relational influences on improving Indigenous children's education outcomes. 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Previous Australian research has concentrated on Indigenous children's education through attendance and school performance. Data from wave 6 of the Longitudinal Study of Indigenous Children are used to investigate the socio-structural, subjective and relational factors which influence affective engagement with school. Results show that good relationships with peers and teachers are positively associated with Indigenous children's affective engagement. Negative feelings about Indigenous identity are negatively associated with affective engagement. Socio-structural factors associated with higher affective engagement include being female, living in remote areas and being healthier. Results also show that parental education, employment, household income or area-level socio-economic circumstances are not associated with affective engagement. These results suggest that factors influencing Indigenous children's affective engagement with school and towards education may differ from those affecting school attendance. They also emphasise the importance of subjective and relational influences on improving Indigenous children's education outcomes. [Author abstract]</description><subject>Aboriginal students</subject><subject>Academic Achievement</subject><subject>Affective Behavior</subject><subject>Affective behaviour</subject><subject>Attendance</subject><subject>Attitudes</subject><subject>Children</subject><subject>Children & youth</subject><subject>Education</subject><subject>Educational Practices</subject><subject>Elementary School Students</subject><subject>Equal Education</subject><subject>Foreign Countries</subject><subject>Gender</subject><subject>Households</subject><subject>Indigenous Populations</subject><subject>Influence</subject><subject>Learner Engagement</subject><subject>Learning</subject><subject>Longitudinal Studies</subject><subject>Longitudinal Study of Indigenous Children (Australia)</subject><subject>Low income groups</subject><subject>Measures (Individuals)</subject><subject>Native peoples</subject><subject>Outcomes of Education</subject><subject>Peer Relationship</subject><subject>Predictor Variables</subject><subject>Primary education</subject><subject>Primary school students</subject><subject>School attendance</subject><subject>Sense of Community</subject><subject>Student Characteristics</subject><subject>Student engagement</subject><subject>Student teacher relationship</subject><subject>Students</subject><subject>Studies</subject><subject>Teacher Student Relationship</subject><subject>Teachers</subject><subject>Young children</subject><issn>0004-9441</issn><issn>2050-5884</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2017</creationdate><recordtype>article</recordtype><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AIMQZ</sourceid><sourceid>AZQEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><recordid>eNqlkE1rFTEUhgdR8FrduxECLtw4mo_5SFwIUqqtFNzUdTg3c3Inl9zkmmQqLvrfO9MpUgQX4uoEnvc8J7xV9ZLRd4z1_XtKaaOaZnkL3on-UbXhtKV1K2XzuNosuF740-pZzntKmeiV2lQ3F2FwOwxxysSMzg8Jw5tMwFo0xV0jwbCDHR4wFPLTlZFkM8boyQdyNSJxwfoJg0ESLcnRuFjnkiZTpgT-LcnTdn-vgTCQhB6KiwE8sWBKTPl59cSCz_jifp5U3z-fXZ2e15ffvlycfrqsTStEqSWTaiu3opNiEMCRAkXLeINSdFz0CE03MOS27QbFrRGWDRy47QV0bGhbI06q16v3mOKPCXPR-zil-SNZMyU70Sql2Jyia8qkmHNCq4_JHSD90ozqpVj9Z8nzyqt1BZMzv-NnXxmXvBGLsl55nkt8cPTvvvM1nw6uaBO9X_qLIe-hZJ0Rkhn13Hq84zHt9BDdohOCdRrQHYvmrFeCz6qPD1RwBFv-S3CH_klwC9B1zWA</recordid><startdate>20171101</startdate><enddate>20171101</enddate><creator>Dunstan, Laura</creator><creator>Hewitt, Belinda</creator><creator>Tomaszewski, Wojtek</creator><general>SAGE Publications</general><general>Sage Publications Ltd</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>3V.</scope><scope>7XB</scope><scope>88B</scope><scope>8A4</scope><scope>8FK</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>AIMQZ</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>DWQXO</scope><scope>GNUQQ</scope><scope>LIQON</scope><scope>M0P</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>Q9U</scope></search><sort><creationdate>20171101</creationdate><title>Indigenous children's affective engagement with school : The influence of socio-structural, subjective and relational factors</title><author>Dunstan, Laura ; 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Previous Australian research has concentrated on Indigenous children's education through attendance and school performance. Data from wave 6 of the Longitudinal Study of Indigenous Children are used to investigate the socio-structural, subjective and relational factors which influence affective engagement with school. Results show that good relationships with peers and teachers are positively associated with Indigenous children's affective engagement. Negative feelings about Indigenous identity are negatively associated with affective engagement. Socio-structural factors associated with higher affective engagement include being female, living in remote areas and being healthier. Results also show that parental education, employment, household income or area-level socio-economic circumstances are not associated with affective engagement. These results suggest that factors influencing Indigenous children's affective engagement with school and towards education may differ from those affecting school attendance. They also emphasise the importance of subjective and relational influences on improving Indigenous children's education outcomes. [Author abstract]</abstract><cop>London, England</cop><pub>SAGE Publications</pub><doi>10.1177/0004944117732637</doi><tpages>20</tpages></addata></record> |
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| identifier | ISSN: 0004-9441 |
| ispartof | The Australian journal of education, 2017-11, Vol.61 (3), p.250-269 |
| issn | 0004-9441 2050-5884 |
| language | eng |
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| source | Access via SAGE |
| subjects | Aboriginal students Academic Achievement Affective Behavior Affective behaviour Attendance Attitudes Children Children & youth Education Educational Practices Elementary School Students Equal Education Foreign Countries Gender Households Indigenous Populations Influence Learner Engagement Learning Longitudinal Studies Longitudinal Study of Indigenous Children (Australia) Low income groups Measures (Individuals) Native peoples Outcomes of Education Peer Relationship Predictor Variables Primary education Primary school students School attendance Sense of Community Student Characteristics Student engagement Student teacher relationship Students Studies Teacher Student Relationship Teachers Young children |
| title | Indigenous children's affective engagement with school : The influence of socio-structural, subjective and relational factors |
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