What Makes Students Engaged in Learning? A Time-Use Study of Within- and Between-Individual Predictors of Emotional Engagement in Low-Performing High Schools

Adolescents’ emotional engagement plays a critical role in promoting their academic performance as well as overall psychological wellbeing. As a part of a 3-year longitudinal study, this study drew upon self-determination theory to examine three psychological predictors of emotional engagement within specific learning contexts. Ninety-four, low socioeconomic status (SES), ninth grade students (49% male; 32 Blacks, 30 Whites, and 32 Latinos) rated the perceived fulfillment of their autonomy, competence, and relatedness needs and their emotional engagement in learning settings at multiple time points over a 1-week period. Hierarchical linear modeling showed that the students’ ratings of their psychological-need fulfillment and of their emotional engagement fluctuated over time and across contexts. After accounting for student gender, race/ethnicity, and prior achievement, we found that the fulfillment of each type of psychological need in a particular learning context was related to emotional engagement in that context (i.e., within-student level). The fulfillment of students’ need for autonomy also was related to their emotional engagement at the aggregated level (i.e., between-student level). These findings illustrate how the psychological affordances of particular learning settings are associated with emotional engagement within and between students from low SES backgrounds.     

Size Matters: Toward a Contingency Theory of Diversity Effects on Performance

Abstract

This study examines the diversity-performance link by focusing on two types of diversity—gender and functional—in the context of governing boards of 24 quasi-government agencies in Korea over 16?years (2000–2015). Although public management scholarship contains evidence regarding the importance of diversity in public organizations, there is little consensus on what constitutes diversity and how it affects public sector performance. This study expands the scope of dialogues by highlighting multidimensional characteristics of diversity and the contingent nature of diversity effects. Multiplicative interaction models confirm that there are distinctive effects of different types of diversity on performance, and the relationship is moderated by the size of the group to which minorities belong. While the effect of board gender diversity is limited in our data, the effect of having a female chief executive is positively significant with decreasing marginal effect as the number of board members increases. On the other hand, the relationship of functional diversity in the boardroom to agency performance is negative, while the negative marginal effect decreases and becomes positive when board size rises above a critical number.     

Who Becomes a Bullying Perpetrator After the Experience of Bullying Victimization? The Moderating Role of Self-esteem

It is well known that victims of bullying could become a bullying perpetrator later on. However, there are some cases where victims do not become bullies after being bullied. What constitutes the differences between the two groups, who show different response strategies despite the similar experiences of victimization, is the main question that the current study poses. Based on the threatened egotism theory, the current longitudinal study postulates that there could be possible moderating effects of self-esteem in the relationship between prior bullying victimization and subsequent bullying perpetration. The data was drawn from 3,660 Korean secondary students (51.5% male) in the Seoul Education Longitudinal Study for 2 waves (7th to 8th grades). The results from structural equation modeling indicated that there is a significant interaction effect between bullying victimization and self-esteem in the 7^th grade, in prediction to bullying perpetration in the 8th grade, after controlling for the prior level of bullying victimization and perpetration experiences, demographic and background characteristics (i.e., gender and family income), students’ school-environmental factor (i.e., perceived seriousness of school bullying), individual factor (i.e., self-control) and family-environmental factor (i.e., parent–child relationship). Students with higher self-esteem were the most likely to engage in future bullying perpetration in response to bullying victimization, while the students with lower self-esteem were the least likely to engage in future bullying perpetration. Educators who examine adolescents’ social problems should pay closer attention to self-esteem, as well as their bullying and victimization experiences, in order to provide appropriate interventions.     

The distribution of conflict and attention across energy infrastructure

Across the world, public administration and policy decisions are related to diverse levels of conflict and attention. However, the degree and variance of conflict and attention remain largely unspecified. This article examines how types of energy infrastructure and characteristics of project location are associated with the distribution of conflict and attention around the energy infrastructure siting process. Our empirical focus is on gas pipelines, electricity transmission lines, solar power projects, and wind power projects across the United States in 2018. Primarily relying on regression analysis and interviews, this article finds differences in the distribution of conflict and attention intensity within and between these energy infrastructure types, with gas pipelines and wind power projects presenting relatively higher conflict and attention intensities. However, conflict and attention are skewed to low intensities across infrastructure types. Characteristics of project locations that are positively associated with high conflict and attention intensity include the proportion of Democratic voters and the level of urbanization in the places where projects are sited. In contrast, the proportion of Black or Hispanic residents is negatively associated with high conflict and attention intensity.