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School Engagement Model

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learning and personal development. These conclusions gave birth to ‘schools do not make a difference’ interpretation of their work. Later, theorists started focusing on the school environment. Eccles et al. (1993) developed a person-environment fit theory of school engagement. This model incorporates both the individual and the environment in which the child is situated. It focuses on the contribution of the educational environment to psychosocial and academic adjustment of children. Another example of such work was by Goodenow (1993). Goodenow developed a theoretical framework called “psychological membership” which refers to one’s sense of caring, support, and acceptance in the school environment. The results from her work showed that psychological membership of the child with the school environment was strongly related to achievement. In 1996, Catalano & Hawkins developed a theory of antisocial and pro-social behavior which was geared towards the development of children and adolescents. They called it as the ‘social development model’. This model posits that all behaviors are influenced by a variety of forces such as the risk and protective factors. …show more content…

One such model was identification-participation model of school engagement by Finn (1989). In this model, identification is referred to the emotional component, which includes feelings of belonging and the perceived worth of schooling. Participation refers to the behavioral component of engagement, which includes how often students participate in the classroom and in school activities. Rumberger and Larson (1998) also developed a two pronged model of engagement made up of social and academic components. In this model social engagement is similar to Finn’s description of participation and is defined by participation in school related activities, class attendance and rule

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It is obvious, as Golding argues, that “if there is no one around to guide children, then they go wrong” (Golding). After all, “the positive effects of kindness are experienced in the brain of everyone who witnessed the act, improving their mood and making them significantly more likely to ‘pay it forward’ ” (“Science of Kindness”). Existing in an environment where only viciousness lives perpetuates more immorality. However, these environments of perfect evil and abandonment rarely exist; even gangs are a good substitute for caretakers, despite the preconception that gangs are malicious.

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Social process theory has several subdivisions including: social control theory, social learning theory and social reaction (labeling) theory (will only focus on social control theory). Social control theory insinuates every person has the possibility of becoming a criminal, but most people are influenced by their bonds to society. It contends that individuals obey the law and are less likely to commit crime if they have: learned self-control, attachment (to family, friends, peers, education, etc.), commitment (to school, learning, etc.), involvement (in leisure activities, sports, etc.), and belief (those that are positive). According to social control theory, an individual is more likely to be criminal/deviant if they are detached and alienated (from friends, education, family, etc.),

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Emotional and cognitive development are related with a child’s ability to control behavior in social situations (Wasserman et al., 2003). Poor cognitive development can impede academic achievement, which in turn affects behavior and puts a child even more at risk of becoming a delinquent. Hyperactivity, in which a child is restless and fidgety, makes it more likely that a child would later be involved in delinquent behavior; however, hyperactivity alone does not necessarily lead to delinquency. As Lahey, McBurnett and Loeber stated (2000), “hyperactivity leads to delinquency only when it occurs with physical aggression or oppositional behavior” (pg. 4). A dangerous combination of hyperactivity and physical or oppositional behavior can put children at risk of becoming violent young

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The relationships shape a person’s behavior and seeks to identify those features of a person’s personality and of the environment that keeps a person from committing a crime (Schmalleger, 2012). Social control theory predicts that when social constrains on antisocial behavior are weakened or are absent, delinquent behavior will happen. Social control asks why people obey rules instead of breaking them. Social control does not stress causative factors in criminal behavior (Schmalleger, 2012). Social control theory tries to find and identify features of personality and the environment that keep people from committing crimes.

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The Social Learning Theory (SLT) maintains that children develop patterns of violent or delinquent behavior through imitation. For instance, if a child is being beaten at home, then the child will revert to doing so to other children at school. The Social Control Theory (SCT) says that individuals have a natural tendency towards crime and violence

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If a child grew up surrounded by a positive and encouraging home-life, it can be seen in their better test scores than children grew up in a negative environment. And of course a person’s access to school and educational materials while affect someone’s long-term intelligence (Genetic and Environmental Impacts,

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