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The role of parent, classmate, and teacher support in student engagement: Evidence from Ghana

Author

Listed:
  • Ansong, David
  • Okumu, Moses
  • Bowen, Gary L.
  • Walker, Anne M.
  • Eisensmith, Sarah R.

Abstract

The literature is unequivocal about the importance of improving academic engagement in addressing challenges such as school drop out or increasing student motivation. What is less certain, particularly in the literature from developing countries, is how social support systems (parents, teachers, and classmates) influence students’ emotional and behavioral engagement. Drawing from the ecological perspective, this study analyzes data from Ghana using structural equation modeling to examine mediated and unmediated pathways through which parent, teacher, and classmate support affect students’ emotional and behavioral engagement. Findings suggest classmate support has the strongest association with student engagement, followed by parental support. Teacher support is neither a mediator nor a direct predictor of student engagement. These findings have implications for teacher training and professional development, especially training on how to actively involve parents in motivating their children to be engaged scholars.

Suggested Citation

  • Ansong, David & Okumu, Moses & Bowen, Gary L. & Walker, Anne M. & Eisensmith, Sarah R., 2017. "The role of parent, classmate, and teacher support in student engagement: Evidence from Ghana," International Journal of Educational Development, Elsevier, vol. 54(C), pages 51-58.
    • Handle: RePEc:eee:injoed:v:54:y:2017:i:c:p:51-58
    DOI: 10.1016/j.ijedudev.2017.03.010
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    References listed on IDEAS

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    1. Chowa, Gina A.N. & Masa, Rainier D. & Ramos, Yalitza & Ansong, David, 2015. "How do student and school characteristics influence youth academic achievement in Ghana? A hierarchical linear modeling of Ghana YouthSave baseline data," International Journal of Educational Development, Elsevier, vol. 45(C), pages 129-140.
    2. Torbjørn Torsheim & Oddrun Samdal & Mette Rasmussen & John Freeman & Robert Griebler & Wolfgang Dür, 2012. "Cross-National Measurement Invariance of the Teacher and Classmate Support Scale," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 105(1), pages 145-160, January.
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    Cited by:

    1. Dong Yang & Peng Chen & Kai Wang & Zhuoran Li & Chen Zhang & Ronghuai Huang, 2023. "Parental Involvement and Student Engagement: A Review of the Literature," Sustainability, MDPI, vol. 15(7), pages 1-17, March.
    2. David Ansong & Moses Okumu & Travis J. Albritton & Eva Paige Bahnuk & Eusebius Small, 2020. "The Role of Social Support and Psychological Well-Being in STEM Performance Trends across Gender and Locality: Evidence from Ghana," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 13(5), pages 1655-1673, October.
    3. Moses Okumu & Youn Kyoung Kim & Jane E Sanders & Timothy Makubuya & Eusebius Small & Jun Sung Hong, 2020. "Gender-Specific Pathways between Face-to-Face and Cyber Bullying Victimization, Depressive Symptoms, and Academic Performance among U.S. Adolescents," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 13(6), pages 2205-2223, December.
    4. Matilde Reséndiz-Castro & Rosalba Zepeda-Bautista & Ignacio Enrique Peón-Escalante, 2022. "Transdisciplinary Cyber-systemic Design of Instruments to Measure Academic Performance in Middle and Higher Education Systems," Systemic Practice and Action Research, Springer, vol. 35(3), pages 395-440, June.
    5. Ansong, David & Okumu, Moses & Hamilton, Eric R. & Chowa, Gina A. & Eisensmith, Sarah R., 2018. "Perceived family economic hardship and student engagement among junior high schoolers in Ghana," Children and Youth Services Review, Elsevier, vol. 85(C), pages 9-18.

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