Social Influences on Children’s Engagement in School

Sarah L. Herald-Brown*, Karen P. Kochel**, Gary W. Ladd***
* Doctoral Candidate, Department of Psychology, Arizona State University, Tempe, AZ.
** Graduate Student, School of Social and Family Dynamics, Arizona State University, Tempe, AZ.
*** Cowden Distinguished Professor, School of Social and Family Dynamics and Department of Psychology, Arizona State University, Tempe, AZ.
Periodicity:November - January'2008


Children’s social relationships have been linked with various indicators of their school engagement. This overview of the current literature examines evidence concerning the processes through which children’s relationships with teachers, parents, and peers positively or negatively contribute to children’s engagement in school. In this paper, we advance the argument that peers have a more direct and substantial influence on children’s school engagement than either teachers or parents. Moreover, we contend that the influence of parents and, to a lesser extent, teachers on children’s school engagement is more often circuitous than direct. Specifically, we argue that parents and teachers impact children’s peer relations, which, in turn, bear on children’s school engagement.


School Engagement, Teachers, Parents, Peer Rejection, Friendship, Victimization.

How to Cite this Article?

Sarah L. Herald-Brown, Karen P. Kochel and Gary W. Ladd (2008). Social Influences on Children’s Engagement in School. i-manager’s Journal on Educational Psychology, 1(3), 8-13.


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