To be seen and heard: Enhancing student engagement to support university aspirations and expectations for students from low socioeconomic status backgrounds
© 2020 British Educational Research Association An important goal for educators is to foster student engagement in order to support a sense of valuing and aspiring to higher levels of education. To value education, students need to perceive that they are welcome, express their ideas and engage meani...
| Main Authors: | , , |
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| Format: | Journal Article |
| Language: | English |
| Published: |
WILEY
2020
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| Subjects: | |
| Online Access: | http://hdl.handle.net/20.500.11937/81657 |
| _version_ | 1848764399406284800 |
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| author | Cunninghame, Ian Vernon, Lynette Pitman, Tim |
| author_facet | Cunninghame, Ian Vernon, Lynette Pitman, Tim |
| author_sort | Cunninghame, Ian |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | © 2020 British Educational Research Association An important goal for educators is to foster student engagement in order to support a sense of valuing and aspiring to higher levels of education. To value education, students need to perceive that they are welcome, express their ideas and engage meaningfully in each education space they enter. Therefore, ‘pupil voice’ has the potential to become an important influencing factor regarding the degree to which students become self-regulated learners, value educationand consequently support their aspirations and build their expectations to go on to university. This study examines the role pupil voice plays in building cognitive and emotional engagement, and whether this, in turn, builds desire for further study and expectations for university entry. Pupil voice is operationalised as the extent to which the student feels heard, involved and supported by the school community. Student survey data was collected (N = 542) from a low socioeconomic status region of the southwest corridor of metropolitan Perth, Western Australia. Structural equation modelling substantiated our serial mediation hypothesis. For students, a discernible pupil voice significantly and positively increased cognitive engagement (self-regulated learning), which increased emotional engagement (valuing education) that, in turn, increased university desires, which led to increased university expectations. The results of this study underscore the importance of policies and practical interventions designed to develop strong student–teacher relationships, where students feel they are both seen and heard. |
| first_indexed | 2025-11-14T11:18:44Z |
| format | Journal Article |
| id | curtin-20.500.11937-81657 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-14T11:18:44Z |
| publishDate | 2020 |
| publisher | WILEY |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-816572021-07-16T01:01:56Z To be seen and heard: Enhancing student engagement to support university aspirations and expectations for students from low socioeconomic status backgrounds Cunninghame, Ian Vernon, Lynette Pitman, Tim Social Sciences Education & Educational Research aspirations cognitive engagement emotional engagement pupil voice COVARIANCE STRUCTURE-ANALYSIS SCHOOL ENGAGEMENT PSYCHOLOGICAL ENGAGEMENT ACADEMIC-ACHIEVEMENT VOICE EDUCATION EQUITY MIDDLE DISCOURSES POLITICS © 2020 British Educational Research Association An important goal for educators is to foster student engagement in order to support a sense of valuing and aspiring to higher levels of education. To value education, students need to perceive that they are welcome, express their ideas and engage meaningfully in each education space they enter. Therefore, ‘pupil voice’ has the potential to become an important influencing factor regarding the degree to which students become self-regulated learners, value educationand consequently support their aspirations and build their expectations to go on to university. This study examines the role pupil voice plays in building cognitive and emotional engagement, and whether this, in turn, builds desire for further study and expectations for university entry. Pupil voice is operationalised as the extent to which the student feels heard, involved and supported by the school community. Student survey data was collected (N = 542) from a low socioeconomic status region of the southwest corridor of metropolitan Perth, Western Australia. Structural equation modelling substantiated our serial mediation hypothesis. For students, a discernible pupil voice significantly and positively increased cognitive engagement (self-regulated learning), which increased emotional engagement (valuing education) that, in turn, increased university desires, which led to increased university expectations. The results of this study underscore the importance of policies and practical interventions designed to develop strong student–teacher relationships, where students feel they are both seen and heard. 2020 Journal Article http://hdl.handle.net/20.500.11937/81657 10.1002/berj.3659 English WILEY fulltext |
| spellingShingle | Social Sciences Education & Educational Research aspirations cognitive engagement emotional engagement pupil voice COVARIANCE STRUCTURE-ANALYSIS SCHOOL ENGAGEMENT PSYCHOLOGICAL ENGAGEMENT ACADEMIC-ACHIEVEMENT VOICE EDUCATION EQUITY MIDDLE DISCOURSES POLITICS Cunninghame, Ian Vernon, Lynette Pitman, Tim To be seen and heard: Enhancing student engagement to support university aspirations and expectations for students from low socioeconomic status backgrounds |
| title | To be seen and heard: Enhancing student engagement to support university aspirations and expectations for students from low socioeconomic status backgrounds |
| title_full | To be seen and heard: Enhancing student engagement to support university aspirations and expectations for students from low socioeconomic status backgrounds |
| title_fullStr | To be seen and heard: Enhancing student engagement to support university aspirations and expectations for students from low socioeconomic status backgrounds |
| title_full_unstemmed | To be seen and heard: Enhancing student engagement to support university aspirations and expectations for students from low socioeconomic status backgrounds |
| title_short | To be seen and heard: Enhancing student engagement to support university aspirations and expectations for students from low socioeconomic status backgrounds |
| title_sort | to be seen and heard: enhancing student engagement to support university aspirations and expectations for students from low socioeconomic status backgrounds |
| topic | Social Sciences Education & Educational Research aspirations cognitive engagement emotional engagement pupil voice COVARIANCE STRUCTURE-ANALYSIS SCHOOL ENGAGEMENT PSYCHOLOGICAL ENGAGEMENT ACADEMIC-ACHIEVEMENT VOICE EDUCATION EQUITY MIDDLE DISCOURSES POLITICS |
| url | http://hdl.handle.net/20.500.11937/81657 |