School Connectedness, Self-Esteem, and Self-Regulated Learning Strategies in High School Students

• In Event: Poster Session 4
  In Poster Session: Poster Fair A: Examining Student Outcomes

Abstract

The current study investigates possible relationships among connectedness to school, teacher, family; self-esteem; academic motivation; and self-regulated learning strategies. A total of 1,449 high schools students from Southern California participated in the study. The preliminary findings of the study show that school connectedness, teacher connectedness, family connectedness, and self-esteem are all associated with self-regulated learning strategies. Especially, school connectedness and teacher connectedness are consistently significant positive predictors of self-efficacy, intrinsic value, cognitive strategy use, and self-regulation. On the other hand, while family connectedness – closeness positively predicts intrinsic value, it also positively predicts test anxiety. There are important scientific as well as practical implications for both education researchers and practitioners improving students’ connections to school, teachers, and families.

Authors

• Ying Hong Jiang, Azusa Pacific University

• Patricia J. Bonner, Azusa Pacific University