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Risk Factors and Intervention: Child Engagement in Learning within Educational Psychology Practice.
[Thesis]. Manchester, UK: The University of Manchester; 2014.
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Abstract
Consideration of factors which disrupt or promote learning engagement and potential intervention arising from this are of particular interest for Educational Psychologist day-to-day practice. Skinner and in the “Handbook of Research on Student Engagement” (Christenson et. al. (eds.), 2012), regard “engagement” as having significant implications for long term achievement, social competency and emotional resilience. Three research papers which consider different impacts upon child learning engagement are presented – a literature review of early attentional ability; a study of parental involvement and transition and an evaluation of a social-emotional problem solving programme. The contextual background and rationale for each research paper and the research training associated will be discussed. The first paper findings point to specific risks at different ages associated with early attentional development and potential parental-focused prevention and intervention. The second paper indicates an association between parental involvement, transition support and child perception of parent engagement. Paper three isolates key context and mechanisms associated with programme facilitators and subsequent outcomes for children. The content of the papers will be critically analysed, with reference to feedback from examiners. Contribution to knowledge gained; research methodologies in educational psychology; limitations of each research paper and implications for further research will be discussed.