The role of language status and school-based relationships in predicting student engagement

Abstract

The purpose of this exploratory study was to investigate the association of language status and school-based relationships (e.g., teacher-student relationships, student-student relationships, and teacher-home communications) on parent perceptions of their students’ engagement. Additionally, the relationship between student and school demographic factors and student engagement was explored. The study also investigated the moderating effects of language status and grade level on the association between parent perceptions of teacher-student relationships and student engagement, student-student relationships and student engagement, and teacher-home communications and student engagement. Data were gathered from parents of public-school students from preschool through fifth grade in the state of Delaware. Data were gathered from 17,229 parents in 103 public schools, including 2,245 self-identified Spanish speakers. Differential identification of Spanish-speaking linguistically diverse youth by their language ability in English and Spanish was utilized. Consistent with engagement literature and factor analysis results, engagement was measured as an overall factor, including behavioral- cognitive and emotional engagement. ☐ Results of hierarchical linear analysis indicated that school demographics, teacher-student relationship quality, and teacher-home communication quality were predictors of student engagement. Further, results indicated different ratings of engagement between linguistic groups. Findings of this exploratory study highlight the importance of parent perceptions of school-based relationships in developing student engagement for all students. Through examining schoolwide factors that contribute to linguistically diverse students’ engagement, the results may guide the work of teachers, administrators, and policymakers on which programs have the potential to yield the best success for engagement in schools with a high proportion of linguistically diverse students. Future research utilizing both longitudinal and quasi-experimental design is needed to understand the impact of school-level factors on student engagement for linguistically diverse students. Further, future research may include district level services impacting linguistically diverse student engagement.