Longitudinal Role of Engagement in Academic Performance among Vocational High School Students in Engineering Programs

• In Event: AERA Poster Session Sunday 1:45 pm
  In Poster Session: Student Engagement and Approaches to Teaching in Engineering

Abstract

We investigated the development of academic performance throughout high school and its relationship to different types of engagement among vocational high school students in engineering programs in Taiwan. Following Fredricks et al.’s (2004) framework of engagement and the domain comparison theory, we surveyed 286 vocational high school students in engineering programs for six semesters. We estimated three-level random slope hierarchical linear models and found that math self-efficacy demonstrated a positive association with math and professional course GPA throughout high school. However, the role of self-directed learning outside of class and belonging in GPA warrant further investigation. These results highlight the role of cognitive and behavioral engagement in academic achievement in vocational engineering education.

Authors

• Yu-Heng Chen, National Taiwan Normal University

• Hsun-Yu Chan, National Taiwan Normal University