Student Engagement Among High School Students: Roles of Parental Involvement, Peer Attachment, Teacher Support, and Academic Self-Efficacy

DOI

10.2991/assehr.k.200129.032How to use a DOI?

Keywords

student engagement, academic self-efficacy, social support

Abstract

Student engagement becomes one of concepts in students who have an important role in students’ academic performance. Based on previous literature studies, this study aims to analyze the predictions of parental involvement, peer attachment, teacher support, and academic self-efficacy to student engagement. Respondents of this research are 100 high school students. Measurements for student engagement variables in the study used student engagement scale that adapted by Sa’diyah and Qudsyi from School Engagement Scale by Frederick et al. Meanwhile, measurement of parental involvement using an instrument from Wantara and Qudsyi which is an adaptation of the scale by Hoover-Dempsey et al. Peer attachment variable using a measurement tool adapted from Inventory of Parent and Peer Attachment (IPPA) developed by Armsdern and Greenberg, teacher support variable using a measurement tool adapted from Perceived Teacher Academic Support Scale (PTASS) from Chen, and academic self-efficacy variable using instruments from Raharjo and Qudsyi which is adaptation from Butler. Based on data analysis that has been done, the results obtained indicate a significant relationship between parental involvement, academic self-efficacy, teacher support, peer attachment, and student engagement among high school students. The results were obtained from value of R = 0.476 and value of p = 0.000 (p <0.01). Thus, it can be said that parental involvement, academic self-efficacy, teacher support, and peer attachment together can predict significantly student engagement in high school students, with an effective contribution of 22.7 percent. Based on another regression analysis, the results showed that academic self-efficacy was the strongest variable in predicting student engagement in high school students. Even though other variables (in this case parental involvement, teacher support, and peer attachment) were not included in the analysis process, academic self-efficacy variable can still predict student engagement independently, with an effective contribution of 17.6 percent.

Copyright

© 2020, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Hazhira Qudsyi
AU  - Isna Husnita
AU  - Rahmat Mulya
AU  - Andra Ardila Jani
AU  - Anisa Dwi Arifani
PY  - 2020
DA  - 2020/02/05
TI  - Student Engagement Among High School Students: Roles of Parental Involvement, Peer Attachment, Teacher Support, and Academic Self-Efficacy
BT  - Proceedings of the 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019)
PB  - Atlantis Press
SP  - 241
EP  - 251
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.200129.032
DO  - 10.2991/assehr.k.200129.032
ID  - Qudsyi2020
ER  -