HIGH SCHOOL STUDENTS’ PERCEPTIONS REGARDING INFLUENCES OF INDIVIDUAL CHARACTERISTICS, SOCIOCULTURAL FACTORS, EDUCATIONAL CAPITAL, AND ACADEMIC CULTURE ON LEVELS OF ENGAGEMENT

Abstract

Student engagement at the high school level is not a new topic of discussion and study; however, many times discussions are one dimensional – specifically addressing emotional, behavioral, or cognitive engagement or only looking at one particular influence or factor on student engagement. In this study, I broadened the scope of influences taken into consideration to examine a more holistic view of the many, often interrelated, factors that contribute to the complete picture of student engagement. Individual characteristics, sociocultural factors, educational capital, and academic culture serve as the categories of influence from which the framework of understanding was constructed to better understand and support the interdependent relationships of factors impacting high school students’ emotional, behavioral, and cognitive engagement in their own learning experiences.

The resulting implications fuel the importance of understanding the dynamic interrelatedness that exists between the many personal, family, peer, and academic factors for high school students. Many of these influences can have strong impressions on students, such as family dynamics or previous learning struggles, and many are in flux depending on daily changes to situations around them, such as peer issues or grades. Ultimately, this study finds students’ abilities to set clear and attainable goals, develop resiliency or grit, be guided and supported through one or more positive adult connections, and be connected and motivated through involvement in positive peer groups and activities significantly influence higher levels of high school students’ engagement.