Understanding and measuring student engagement in school: The results of an international study from 12 countries

The objective of the present study was to develop a scale that is appropriate for use internationally to measure affective, behavioral, and cognitive dimensions of student engagement. Psychometric properties of this scale were examined with data of 3,420 students (7th, 8th, and 9th grade) from 12 countries (Austria, Canada, China, Cyprus, Estonia, Greece, Malta, Portugal, Romania, South Korea, the United Kingdom, and the United States). The intraclass correlation of the full-scale scores of student engagement between countries revealed that it was appropriate to aggregate the data from the 12 countries for further analyses. Coefficient alphas revealed good internal consistency. Test-retest reliability coefficients were also acceptable. Confirmatory factor analyses indicated that the data fit well to a second-order model with affective, behavioral, and cognitive engagement as the first-order factors and student engagement as the second-order factor. The results support the use of this scale to measure student engagement as a metaconstruct. Furthermore, the significant correlations of the scale with instructional practices, teacher support, peer support, parent support, emotions, academic performance, and school conduct indicated good concurrent validity of the scale. Considerations and implications regarding the international use of this student engagement in school measure are discussed. PsycINFO Database Record (c) 2014 APA, all rights reserved.postprin

Do Girls and Boys Perceive Themselves as Equally Engaged in School? The Results of an International Study from 12 Countries

This study examined gender differences in student engagement and academic performance in school. Participants included 3420 students (7th, 8th, and 9th graders) from Austria, Canada, China, Cyprus, Estonia, Greece, Malta, Portugal, Romania, South Korea, the United Kingdom, and the United States. The results indicated that, compared to boys, girls reported higher levels of engagement in school andwere rated higher by their teachers in academic performance. Student engagement accounted for gender differences in academic performance, but gender did not moderate the associations among student engagement, academic performance, or contextual supports. Analysis of multiple-group structural equation modeling revealed that perceptions of teacher support and parent support, but not peer support, were related indirectly to academic performance through student engagement. This partial mediation model was invariant across gender. The findings from this study enhance the understanding about the contextual and personal factors associated with girls' and boys' academic performance around the world

Cultural universality and specificity of student engagement in school: The results of an international study from 12 countries

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Social Intelligence and Academic Achievement as Predictors of Adolescent Popularity

This study compared the effects of social intelligence and cognitive intelligence, as measured by academic achievement, on adolescent popularity in two school contexts. A distinction was made between sociometric popularity, a measure of acceptance, and perceived popularity, a measure of social dominance. Participants were 512, 14–15 year-old adolescents (56% girls, 44% boys) in vocational and college preparatory schools in Northwestern Europe. Perceived popularity was significantly related to social intelligence, but not to academic achievement, in both contexts. Sociometric popularity was predicted by an interaction between academic achievement and social intelligence, further qualified by school context. Whereas college bound students gained sociometric popularity by excelling both socially and academically, vocational students benefited from doing well either socially or academically, but not in combination. The implications of these findings were discussed

Indirect comparison of interventions using published randomised trials: systematic review of PDE-5 inhibitors for erectile dysfunction

BACKGROUND: There are no randomised and properly blinded trials directly comparing one PDE-5 inhibitor with another in a normal home setting. Valid indirect comparisons with a common comparator must examine equivalent doses, similar duration, similar populations, with the same outcomes reported in the same way. METHODS: Published randomised, double-blind trials of oral PDE-5 inhibitors for erectile dysfunction were sought from reference lists in previous reviews and electronic searching. Analyses of efficacy and harm were carried out for each treatment, and results compared where there was a common comparator and consistency of outcome reporting, using equivalent doses. RESULTS: Analysis was limited by differential reporting of outcomes. Sildenafil trials were clinically and geographically more diverse. Tadalafil and vardenafil trials tended to use enriched enrolment. Using all trials, the three interventions were similar for consistently reported efficacy outcomes. Rates of successful intercourse for sildenafil, tadalafil and vardenafil were 65%, 62%, and 59%, with placebo rates of 23–28%. The rates of improved erections were 76%, 75% and 71%, respectively, with placebo rates of 22–24%, and NNTs of 1.9 or 2.0. Reporting of withdrawals was less consistent, but all-cause withdrawals for sildenafil, tadalafil and vardenafil were 8% 13% and 20%. All three drugs were well tolerated, with headache being the most commonly reported event at 13–17%. There were few serious adverse events. CONCLUSION: There were differences between trials in outcomes reported, limiting comparisons, and the most useful outcomes were not reported. For common outcomes there was similar efficacy between PDE-5 inhibitors

The Preparation of School Psychologists in Greece

The paper describes the preparation of school psychologists in Greece. It discusses the social and cultural contexts that have influenced the evolution of the discipline of psychology, the beginning of training programs in school psychology, and the current status of school psychological services. The structure of the Graduate Program of School Psychology at the University of Athens, one of the two Greek professional training programs in school psychology, then is featured. The international profile of the faculty and the multicultural orientation of many of its academic and professional activities are described. In addition, the paper also underlines the significance of the involvement of students in prevention and intervention programs as well as in teacher training seminars and conferences. Finally, challenges for this program and for the academic and professional preparation of school psychologists in Greece are discussed. © 2014, Copyright © International School Psychology Association