Research Article
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Examining the Relationship Between Academic Achievement and School Engagement: A Meta Analysis Study

Year 2021, Volume 23, Issue 1, 148 - 165, 30.04.2021
https://doi.org/10.17556/erziefd.731656

Abstract

The purpose of this study is to synthesize the findings of the studies examining the relationship between school engagement and academic achievement. In this study, meta-analysis method was used because the aim was to synthesize the findings of quantitative research. The data of this study were accessed from ERIC, Akademic Search Complete, Education Source and Scopus data scanning bases. The data cover between 2008-2019. A number of criteria have been developed for the selection of researches. A total of 55 basic studies meeting the criteria of this study were included in the analysis. In this study, the free effect sizes produced by the researches were preferred as the analysis unit. A total of 150 effect sizes were analyzed. The effect sizes were calculated with the package program, CMA 2.2. Pearson correlation coefficient (r = ES) was preferred as the effect size of each independent study. As a result of the research, it has been observed that school engagement affects students' academic achievements weakly and positively. In addition, it was found that the distribution of effect sizes varied according to the scale type used, academic field and engagement dimensions moderators.

References

  • Altuntaş, S. & Sezer, Ö. (2017). Ortaokul öğrencilerinin okula bağlanmalarının incelenmesi. İnonu University Journal of the Faculty of Education (INUJFE), 18(1).83-97
  • Bee, H. & Boyd, D. (2009). Çocuk gelişim psikolojisi (Çev. Ed. O. Gündüz). İstanbul: Kaknüs Yayınları.
  • Borenstein, M., Hedges, L. V., Higgins, J. P. T. & Rothstein, H. R. (2009). Introduction to meta-analysis. John Wiley ve Sons, Ltd,West Sussex, UK.
  • Bowlby, J. (2005). A secure base: Clinical applications of attachment theory (Vol. 393). New York: Taylor ve Francis
  • Chen, D., Yang, C., Bear, G. & Zhen, S. (2013, February). School engagement as mediator between school climate and achievement. Paper presented at the annual convention of the National Association of School Psychologists, Seattle, WA, USA. https://www.researchgate.net/profile/Dandan_Chen3/publication/235900147_School_Engagement_as_Mediator_between_school_Climate_and_Achievement/links/00463513f56b0ae2cf000000.pdf
  • Dįnçer, S. (2018). Eğitim bilimleri araştırmalarında içerik analizi: Meta-analiz, meta-sentez, betimsel içerik analizi. Bartın Üniversitesi Eğitim Fakültesi Dergisi, 7(1), 176-190.
  • Duy, B. & Yıldız, M. A. (2014). Farklı zorbalık statüsüne sahip erinlerde okula bağlanma ve yalnızlık. Eğitim ve Bilim, 39(174), 173-188.
  • Finn, J. D. (1989). Withdrawing from school. Review of Educational Research, 59, 117-142.
  • Fredricks, J. A., Blumenfeld, P. C. & Paris, A., H. (2004). School engagement: Potential of the concept, state of the evidence. Rewiev of Educational Research, 74, 59-109.
  • Fung, F., Tan, C. Y. & Chen, G. (2018). Student engagement and mathematics achievement: Unraveling main and interactive effects. Psychology in the Schools, 55(7), 815-831.
  • Günüç, S. (2014). The relationships between student engagement and their academic achievement. International Journal on New Trends in Education and Their Implications, 5(4), 216-231.
  • Higgins, J. P. T., Thompson, S. G., Deeks, J. J. & Altman, D. G. (2003). Measuring inconsistency in meta-analyses. British Medical Journal, 327(7414), 557-560.
  • Karadag, E., İsçi, S., Öztekin, S. & Anar, S. (2016). The relationship between school climate and students’ academic achievement: a meta-analysis study, Inonu University Journal of the Faculty of Education, 17(2), 107-122. DOI: 10.17679/iuefd.1729444.
  • Karaşar, B, & Kapçı, G. (2016). Examining school attachment and academic success ın terms of different variables. Ankara University Journal of Faculty of Educational Sciences (JFES) , 49 (1) , 21-42 . DOI: 10.1501/Egifak_0000001373
  • Kepes, S., Banks, G. C., McDaniel, M. & Whetzel, D. L. (2012). Publication bias in the organizational sciences. Organizational Research Methods, 15(4), 624-662.
  • King, R. B. (2015). Sense of relatedness boosts engagement, achievement, and well-being: A latent growth model study. Contemporary Educational Psychology, 42, 26–38. https://doi.org/chqz.
  • Lee, J. S. (2014). The relationship between student engagement and academic performance: Is it a myth or reality? The Journal of Educational Research, 107(3), 177-185.
  • Lei, H., Cui, Y. & Zhou, W. (2018). Relationships between student engagement and academic achievement: A meta-analysis. social behavior and personality: An İnternational Journal, 46(3), 517-528.
  • Leithwood. K. & Jantzi, D. (2000). Principal and teacher leadership effects: A replication. School Leadership and Management. 20 (4), 415-434.
  • Lipsey, M. & Wilson, D. (2001). Practical meta-analysis London: Sage.
  • Manlove, J. (1998). The influence of high school dropout and school disengagement on the risk of school-age pregnancy. Journal of research on adolescence, 8(2), 187-220.
  • Miles, M, B. & Huberman, A. M. (1994). Qualitative data analysis: An expanded Sourcebook. (2nded). Thousand Oaks, CA: Sage.
  • Oh-Young, C., Gordon, H. R., Xing, X. & Filler, J. (2018). Meta-Analytic Procedures for Career and Technical Education Post-secondary Researchers and Practitioners. Journal of Research in Technical Careers, 2(1), 32-41.
  • Osterman, K. F. (2000). Students' need for belonging in the school community. Review of educational research, 70(3), 323-367.
  • Roeser, R. W., Midgley, C. & Urdan, T. C. (1996). Perceptions of the school psychological environment and early adolescents' psychological and behavioral functioning in school: The mediating role of goals and belonging. Journal of educational psychology, 88(3), 408.
  • Roorda, D. L., Jak, S., Zee, M., Oort, F. J. & Koomen, H. M. (2017). Affective teacher–student relationships and students' engagement and achievement: A meta-analytic update and test of the mediating role of engagement. School Psychology Review, 46(3), 239-261.
  • Roorda, D. L., Koomen, H. M., Spilt, J. L., & Oort, F. J. (2011). The influence of affective teacher–student relationships on students’ school engagement and achievement: A meta-analytic approach. Review of educational research, 81(4), 493-529.
  • Shernoff, D. J. (2010). Engagement in after-school programs as a predictor of social competence and academic performance. American Journal of Community Psychology, 45, 325–337. https://doi.org/cvk8sg
  • Shernoff, D. J. & Schmidt, J. A. (2008). Further evidence of an engagement–achievement paradox among U.S. high school students. Journal of Youth and Adolescence, 37, 564–580. https:// doi.org/cjgxg2
  • Sirin, S. R. (2005). Socioeconomic status and academic achievement: A meta-analytic review of research. Review of educational research, 75(3), 417-453.
  • Thompson, S. (2005). Engaging students with school life. Youth Studies Australia, 24, (1).10-16.
  • UNESCO (2011). International Standard Classification of Education. http://uis.unesco.org/sites/default/files/documents/international-standard-classification-of-education-isced-2011-en.pdf.
  • Üstün, U. & Eryilmaz, A. (2014). A Research methodology to conduct effective research syntheses: Meta-analysis. Education and Science, 39(174), 1-32.
  • Willms, J. D. (2003). Student engagement at school: A sense of belonging and participation. Results from PISA 2000. Paris: OECD.

Akademik Başarı ve Okul Bağlılığı Arasındaki İlişkinin İncelenmesi: Bir Meta Analiz Çalışması

Year 2021, Volume 23, Issue 1, 148 - 165, 30.04.2021
https://doi.org/10.17556/erziefd.731656

Abstract

Bu çalışmada okul bağlılığı ile akademik başarı arasındaki ilişkiyi inceleyen araştırma bulgularının sentezlenmesi amaçlanmaktadır. Çalışmanın amacı nicel araştırmaların bulgularını sentezlemek olduğundan meta analiz yöntemi kullanılmıştır. Bu çalışmanın verilerine ERIC, Akademic Search Complete, Education Source ve Scopus veri tarama tabanlarından erişilmiştir. Veriler 2008-2019 yılları arasını kapsamaktadır. Araştırmaların seçimi için bir dizi ölçüt geliştirilmiştir. Bu çalışmanın ölçütlerini karşılayan toplam 55 temel araştırma analize dahil edilmiştir. Bu çalışmada analiz birimi olarak araştırmaların ürettiği serbest etki büyüklükleri tercih edilmiştir. Toplam 150 etki büyüklüğü analiz edilmiştir. İstatistiksel analizler, rastlantısal etkiler modeli altında yürütülmüştür. CMA 2.2. paket programı ile etki büyüklükleri hesaplanmıştır. Her bir bağımsız araştırmanın etki büyüklüğü olarak Pearson korelasyon katsayısı (r=ES) tercih edilmiştir. Araştırma sonucunda okul bağlılığının öğrencilerin akademik başarısını zayıf düzeyde ve pozitif yönde etkilediği gözlenmiştir. Ayrıca araştırmada kullanılan ölçek türü, ölçülen akademik alan ve bağlanma boyutları moderatörlerine göre etki büyüklerinin dağılımın farklılaştığı bulgulanmıştır.

References

  • Altuntaş, S. & Sezer, Ö. (2017). Ortaokul öğrencilerinin okula bağlanmalarının incelenmesi. İnonu University Journal of the Faculty of Education (INUJFE), 18(1).83-97
  • Bee, H. & Boyd, D. (2009). Çocuk gelişim psikolojisi (Çev. Ed. O. Gündüz). İstanbul: Kaknüs Yayınları.
  • Borenstein, M., Hedges, L. V., Higgins, J. P. T. & Rothstein, H. R. (2009). Introduction to meta-analysis. John Wiley ve Sons, Ltd,West Sussex, UK.
  • Bowlby, J. (2005). A secure base: Clinical applications of attachment theory (Vol. 393). New York: Taylor ve Francis
  • Chen, D., Yang, C., Bear, G. & Zhen, S. (2013, February). School engagement as mediator between school climate and achievement. Paper presented at the annual convention of the National Association of School Psychologists, Seattle, WA, USA. https://www.researchgate.net/profile/Dandan_Chen3/publication/235900147_School_Engagement_as_Mediator_between_school_Climate_and_Achievement/links/00463513f56b0ae2cf000000.pdf
  • Dįnçer, S. (2018). Eğitim bilimleri araştırmalarında içerik analizi: Meta-analiz, meta-sentez, betimsel içerik analizi. Bartın Üniversitesi Eğitim Fakültesi Dergisi, 7(1), 176-190.
  • Duy, B. & Yıldız, M. A. (2014). Farklı zorbalık statüsüne sahip erinlerde okula bağlanma ve yalnızlık. Eğitim ve Bilim, 39(174), 173-188.
  • Finn, J. D. (1989). Withdrawing from school. Review of Educational Research, 59, 117-142.
  • Fredricks, J. A., Blumenfeld, P. C. & Paris, A., H. (2004). School engagement: Potential of the concept, state of the evidence. Rewiev of Educational Research, 74, 59-109.
  • Fung, F., Tan, C. Y. & Chen, G. (2018). Student engagement and mathematics achievement: Unraveling main and interactive effects. Psychology in the Schools, 55(7), 815-831.
  • Günüç, S. (2014). The relationships between student engagement and their academic achievement. International Journal on New Trends in Education and Their Implications, 5(4), 216-231.
  • Higgins, J. P. T., Thompson, S. G., Deeks, J. J. & Altman, D. G. (2003). Measuring inconsistency in meta-analyses. British Medical Journal, 327(7414), 557-560.
  • Karadag, E., İsçi, S., Öztekin, S. & Anar, S. (2016). The relationship between school climate and students’ academic achievement: a meta-analysis study, Inonu University Journal of the Faculty of Education, 17(2), 107-122. DOI: 10.17679/iuefd.1729444.
  • Karaşar, B, & Kapçı, G. (2016). Examining school attachment and academic success ın terms of different variables. Ankara University Journal of Faculty of Educational Sciences (JFES) , 49 (1) , 21-42 . DOI: 10.1501/Egifak_0000001373
  • Kepes, S., Banks, G. C., McDaniel, M. & Whetzel, D. L. (2012). Publication bias in the organizational sciences. Organizational Research Methods, 15(4), 624-662.
  • King, R. B. (2015). Sense of relatedness boosts engagement, achievement, and well-being: A latent growth model study. Contemporary Educational Psychology, 42, 26–38. https://doi.org/chqz.
  • Lee, J. S. (2014). The relationship between student engagement and academic performance: Is it a myth or reality? The Journal of Educational Research, 107(3), 177-185.
  • Lei, H., Cui, Y. & Zhou, W. (2018). Relationships between student engagement and academic achievement: A meta-analysis. social behavior and personality: An İnternational Journal, 46(3), 517-528.
  • Leithwood. K. & Jantzi, D. (2000). Principal and teacher leadership effects: A replication. School Leadership and Management. 20 (4), 415-434.
  • Lipsey, M. & Wilson, D. (2001). Practical meta-analysis London: Sage.
  • Manlove, J. (1998). The influence of high school dropout and school disengagement on the risk of school-age pregnancy. Journal of research on adolescence, 8(2), 187-220.
  • Miles, M, B. & Huberman, A. M. (1994). Qualitative data analysis: An expanded Sourcebook. (2nded). Thousand Oaks, CA: Sage.
  • Oh-Young, C., Gordon, H. R., Xing, X. & Filler, J. (2018). Meta-Analytic Procedures for Career and Technical Education Post-secondary Researchers and Practitioners. Journal of Research in Technical Careers, 2(1), 32-41.
  • Osterman, K. F. (2000). Students' need for belonging in the school community. Review of educational research, 70(3), 323-367.
  • Roeser, R. W., Midgley, C. & Urdan, T. C. (1996). Perceptions of the school psychological environment and early adolescents' psychological and behavioral functioning in school: The mediating role of goals and belonging. Journal of educational psychology, 88(3), 408.
  • Roorda, D. L., Jak, S., Zee, M., Oort, F. J. & Koomen, H. M. (2017). Affective teacher–student relationships and students' engagement and achievement: A meta-analytic update and test of the mediating role of engagement. School Psychology Review, 46(3), 239-261.
  • Roorda, D. L., Koomen, H. M., Spilt, J. L., & Oort, F. J. (2011). The influence of affective teacher–student relationships on students’ school engagement and achievement: A meta-analytic approach. Review of educational research, 81(4), 493-529.
  • Shernoff, D. J. (2010). Engagement in after-school programs as a predictor of social competence and academic performance. American Journal of Community Psychology, 45, 325–337. https://doi.org/cvk8sg
  • Shernoff, D. J. & Schmidt, J. A. (2008). Further evidence of an engagement–achievement paradox among U.S. high school students. Journal of Youth and Adolescence, 37, 564–580. https:// doi.org/cjgxg2
  • Sirin, S. R. (2005). Socioeconomic status and academic achievement: A meta-analytic review of research. Review of educational research, 75(3), 417-453.
  • Thompson, S. (2005). Engaging students with school life. Youth Studies Australia, 24, (1).10-16.
  • UNESCO (2011). International Standard Classification of Education. http://uis.unesco.org/sites/default/files/documents/international-standard-classification-of-education-isced-2011-en.pdf.
  • Üstün, U. & Eryilmaz, A. (2014). A Research methodology to conduct effective research syntheses: Meta-analysis. Education and Science, 39(174), 1-32.
  • Willms, J. D. (2003). Student engagement at school: A sense of belonging and participation. Results from PISA 2000. Paris: OECD.

Details

Primary Language Turkish
Subjects Education and Educational Research
Journal Section Articles
Authors

Metin KAYA
BAYBURT ÜNİVERSİTESİ, BAYBURT EĞİTİM FAKÜLTESİ
0000-0002-8287-4929
Türkiye


Celal BOYRAZ (Primary Author)
Bayburt Üniversitesi
0000-0001-5668-5051
Türkiye

Publication Date April 30, 2021
Acceptance Date February 11, 2021
Published in Issue Year 2021, Volume 23, Issue 1

Cite

APA Kaya, M. & Boyraz, C. (2021). Akademik Başarı ve Okul Bağlılığı Arasındaki İlişkinin İncelenmesi: Bir Meta Analiz Çalışması . Erzincan Üniversitesi Eğitim Fakültesi Dergisi , 23 (1) , 148-165 . DOI: 10.17556/erziefd.731656