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The Role of Effort in High School Students' Academic Development: A Longitudinal Perspective in Mathematics and English /

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Role of Effort in High School Students' Academic Development: A Longitudinal Perspective in Mathematics and English // Robin Paul Nagy.
Author:	Nagy, Robin Paul,
Description:	1 electronic resource (479 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 86-08, Section: B.
Contained By:	Dissertations Abstracts International86-08B.
Subject:	Classrooms. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31863461
ISBN:	9798302896599

The Role of Effort in High School Students' Academic Development: A Longitudinal Perspective in Mathematics and English /
Nagy, Robin Paul,

The Role of Effort in High School Students' Academic Development: A Longitudinal Perspective in Mathematics and English /Robin Paul Nagy. - 1 electronic resource (479 pages)

Source: Dissertations Abstracts International, Volume: 86-08, Section: B.

The importance and relevance of effort in students' academic development is central to key tenets of major conceptual perspectives in education and psychology (e.g., Bandura, 2012; Boekaerts, 2007; Eccles & Wigfield, 2002; Elliot, 2005; Ryan & Deci, 2000, 2020; Weiner, 2010). However, despite the centrality of effort in many theoretical contexts, there have been relatively few formal attempts to closely define, and comprehensively operationalise it. Effort has been something of a construct "hiding in plain sight" in educational and psychological research, with its importance and relevance often taken as a given (e.g., Carbonaro, 2005; Nagy, 2016, 2017; Nagy et al., 2022). The purpose of the present investigation is to conduct a comprehensive review of the theory and evidence underpinning research into effort, more closely examine effort's key components, and better understand its role in students' academic development. Specifically, this investigation's aims are to: (a) better define and measure students' academic effort, (b) understand the intrapersonal and interpersonal factors that are associated with their academic effort, and (c) elucidate the role of effort in students' academic performance. This investigation hypothesises a tripartite effort structure comprised of behavioural (or, operative), cognitive, and social-emotional components, positioning academic effort as an active, purposeful, and energetic sub-component of school engagement (Nagy et al., 2022). Academic effort is thus defined in this investigation as: active, purposeful investment in learning via operative, cognitive, and social-emotional dimensions.Data were collected from nine Australian high schools at two timepoints within the same academic year, separated by approximately six months: Time 1 (T1; Term 2 2020) and Time 2 (T2; Term 4 2020). The matched (T1 and T2) longitudinal sample comprised N = 1,859 students in Years 7 to 10, with N = 1,548 students having matched 2 (T1 and T2) mathematics data and N = 1,544 students having matched English data. Students in the matched sample were in Year 7 (19.7%), Year 8 (31.6%), Year 9 (20.8%) and Year 10 (27.9%), comprising boys (56%) and girls (44%) in single-sex (61%) and coeducational (39%) environments. On average, students were 14.7 years old at T2 (SD = 1.2). Students were nested in a total of 114 mathematics classes and 114 English classes and matched with mathematics and English teacher reports of their effort.This PhD is composed of two studies. Study 1 employed variable-centred multilevel analyses (with students at Level 1 and classrooms at Level 2) to investigate the intrapersonal and interpersonal factors predicting high-school students' effort in mathematics and English, and how this effort is associated with students' academic outcomes. Study 2 employed person-centred multilevel analyses, examining profiles of student and classroom with distinct effort characteristics (using student- and teacher-rated effort indicators) and how these are associated with intrapersonal and interpersonal predictors and academic outcomes.Results from Study 1 showed that motivation (an intrapersonal factor) predicted student-rated effort in mathematics and English at both the student level (Level 1) and the classroom level (Level 2) but did not predict teacher-rated effort. In addition, there was a direct path from motivation to achievement in both subjects at the student level. Teacher-student relationships (an interpersonal factor) was found to predict student-rated effort in mathematics and English at the student level (Level 1) but not at the classroom level (Level 2). Teacher-rated effort predicted academic achievement at both the student level (Level 1) and classroom level (Level 2) in both subjects, but student-rated effort did not (however, student-rated effort did play a role in achievement in the person-centred analyses of Study 2). These findings suggest that students and their teachers have distinct perspectives of students' effort, each capturing a unique insight into the construct.Study 2 results revealed a more nuanced picture of student effort, with profiles both aligned and non-aligned in terms of student and teacher ratings. In both mathematics and English, six student-level profiles were identified. Lower and higher motivation and teacher-student relationship ratings generally predicted membership of less adaptive and more adaptive effort profiles respectively in both subjects, particularly for profiles with aligned student and teacher ratings of effort. The least adaptive and most adaptive profiles predicted lower and higher academic achievement outcomes respectively, but there were mixed findings in some of the profiles, particularly for the non-aligned student- and teacher-rated effort profiles. Thus, although there is a significant minority of students for whom student and teacher perceptions of effort are not in alignment, it appears that when they are, there is general correspondence between effort and achievement gains and declines in both mathematics and English. Findings from Study 2 also revealed two salient classroom-level effort profiles in both subjects, each corresponding to approximately half of all students: one with an eclectic mix of student effort profiles, and the other with a more polarised aggregation of less adaptive or more adaptive profiles. There were no significant differences between class-average achievement outcomes across the two classroom-level profiles in either subject, meaning that classroom effort profiles were not significantly different in class-average achievement. Taken together, the findings of this investigation constitute a significant step towards better understanding effort's important role in students' academic development at high school and provide a concrete basis for future research and practice aimed at optimising all students' academic flourishing.

English

ISBN: 9798302896599Subjects--Topical Terms:

1598668
Classrooms.
Subjects--Index Terms:

Teacher-student relationships

The Role of Effort in High School Students' Academic Development: A Longitudinal Perspective in Mathematics and English /
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520 $a The importance and relevance of effort in students' academic development is central to key tenets of major conceptual perspectives in education and psychology (e.g., Bandura, 2012; Boekaerts, 2007; Eccles & Wigfield, 2002; Elliot, 2005; Ryan & Deci, 2000, 2020; Weiner, 2010). However, despite the centrality of effort in many theoretical contexts, there have been relatively few formal attempts to closely define, and comprehensively operationalise it. Effort has been something of a construct "hiding in plain sight" in educational and psychological research, with its importance and relevance often taken as a given (e.g., Carbonaro, 2005; Nagy, 2016, 2017; Nagy et al., 2022). The purpose of the present investigation is to conduct a comprehensive review of the theory and evidence underpinning research into effort, more closely examine effort's key components, and better understand its role in students' academic development. Specifically, this investigation's aims are to: (a) better define and measure students' academic effort, (b) understand the intrapersonal and interpersonal factors that are associated with their academic effort, and (c) elucidate the role of effort in students' academic performance. This investigation hypothesises a tripartite effort structure comprised of behavioural (or, operative), cognitive, and social-emotional components, positioning academic effort as an active, purposeful, and energetic sub-component of school engagement (Nagy et al., 2022). Academic effort is thus defined in this investigation as: active, purposeful investment in learning via operative, cognitive, and social-emotional dimensions.Data were collected from nine Australian high schools at two timepoints within the same academic year, separated by approximately six months: Time 1 (T1; Term 2 2020) and Time 2 (T2; Term 4 2020). The matched (T1 and T2) longitudinal sample comprised N = 1,859 students in Years 7 to 10, with N = 1,548 students having matched 2 (T1 and T2) mathematics data and N = 1,544 students having matched English data. Students in the matched sample were in Year 7 (19.7%), Year 8 (31.6%), Year 9 (20.8%) and Year 10 (27.9%), comprising boys (56%) and girls (44%) in single-sex (61%) and coeducational (39%) environments. On average, students were 14.7 years old at T2 (SD = 1.2). Students were nested in a total of 114 mathematics classes and 114 English classes and matched with mathematics and English teacher reports of their effort.This PhD is composed of two studies. Study 1 employed variable-centred multilevel analyses (with students at Level 1 and classrooms at Level 2) to investigate the intrapersonal and interpersonal factors predicting high-school students' effort in mathematics and English, and how this effort is associated with students' academic outcomes. Study 2 employed person-centred multilevel analyses, examining profiles of student and classroom with distinct effort characteristics (using student- and teacher-rated effort indicators) and how these are associated with intrapersonal and interpersonal predictors and academic outcomes.Results from Study 1 showed that motivation (an intrapersonal factor) predicted student-rated effort in mathematics and English at both the student level (Level 1) and the classroom level (Level 2) but did not predict teacher-rated effort. In addition, there was a direct path from motivation to achievement in both subjects at the student level. Teacher-student relationships (an interpersonal factor) was found to predict student-rated effort in mathematics and English at the student level (Level 1) but not at the classroom level (Level 2). Teacher-rated effort predicted academic achievement at both the student level (Level 1) and classroom level (Level 2) in both subjects, but student-rated effort did not (however, student-rated effort did play a role in achievement in the person-centred analyses of Study 2). These findings suggest that students and their teachers have distinct perspectives of students' effort, each capturing a unique insight into the construct.Study 2 results revealed a more nuanced picture of student effort, with profiles both aligned and non-aligned in terms of student and teacher ratings. In both mathematics and English, six student-level profiles were identified. Lower and higher motivation and teacher-student relationship ratings generally predicted membership of less adaptive and more adaptive effort profiles respectively in both subjects, particularly for profiles with aligned student and teacher ratings of effort. The least adaptive and most adaptive profiles predicted lower and higher academic achievement outcomes respectively, but there were mixed findings in some of the profiles, particularly for the non-aligned student- and teacher-rated effort profiles. Thus, although there is a significant minority of students for whom student and teacher perceptions of effort are not in alignment, it appears that when they are, there is general correspondence between effort and achievement gains and declines in both mathematics and English. Findings from Study 2 also revealed two salient classroom-level effort profiles in both subjects, each corresponding to approximately half of all students: one with an eclectic mix of student effort profiles, and the other with a more polarised aggregation of less adaptive or more adaptive profiles. There were no significant differences between class-average achievement outcomes across the two classroom-level profiles in either subject, meaning that classroom effort profiles were not significantly different in class-average achievement. Taken together, the findings of this investigation constitute a significant step towards better understanding effort's important role in students' academic development at high school and provide a concrete basis for future research and practice aimed at optimising all students' academic flourishing.
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