Achievement vs. engagement: Providing support in socially
disadvantaged schools

J 2025

Achievement vs. engagement: Providing support in socially disadvantaged schools

OBROVSKÁ, Jana; Martin MAJCÍK a Jaroslava SIMONOVÁ

Základní údaje

Originální název

Achievement vs. engagement: Providing support in socially disadvantaged schools

Autoři

OBROVSKÁ, Jana; Martin MAJCÍK a Jaroslava SIMONOVÁ

Vydání

British Educational Research Journal, ENGLAND, WILEY, 2025, 0141-1926

Další údaje

Jazyk

angličtina

Typ výsledku

Článek v odborném periodiku

Obor

50301 Education, general; including training, pedagogy, didactics [and education systems]

Stát vydavatele

Velká Británie a Severní Irsko

Utajení

není předmětem státního či obchodního tajemství

Odkazy

URL

Impakt faktor

Impact factor: 2.100 v roce 2024

Označené pro přenos do RIV

Ano

Kód RIV

RIV/00216224:14410/25:00140442

Organizační jednotka

Pedagogická fakulta

Klíčová slova anglicky

achievement; engagement; post- Covid-19 support; socially disadvantaged schools

Příznaky

Mezinárodní význam, Recenzováno

Změněno: 18. 11. 2025 12:34, Mgr. Daniela Marcollová

Anotace

V originále

Educational inequalities persist between students of low socioeconomic status and their more affluent peers. At the same time, there is evidence of positive relations between student engagement and achievement. This multiple case study investigates a national project aimed at increasing student engagement and achievement through post-Covid-19 support focused on disadvantaged schools in the Czech Republic. School staff perceived poor attendance, low student motivation and discipline problems as the most challenging issues to be addressed through project support measures. Attendance problems are tackled mainly through experiential activities; motivation and discipline problems are usually addressed by personnel positions. We argue that the selected measures aimed predominantly to support student emotional and behavioural engagement; strategies to enhance cognitive engagement and student achievement were sidelined. Paradoxically, student engagement may become a goal in itself rather than being inscribed into learning outcomes. Implications for programme support and school improvement research are suggested.

Návaznosti

LX22NPO5101, projekt VaV

Název: Národní institut pro výzkum socioekonomických dopadů nemocí a systémových rizik (Akronym: SYRI)

Investor: Ministerstvo školství, mládeže a tělovýchovy ČR, Národní institut pro výzkum socioekonomických dopadů nemocí a systémových rizik, 5.1 EXCELES

Přiložené soubory

British_Educational_Res_J_-_2025_-_Obrovska_-_Achievement_vs_engagement_Providing_support_in_socially_disadvantaged.pdf

Citovat

OBROVSKÁ, Jana; Martin MAJCÍK a Jaroslava SIMONOVÁ. Achievement vs. engagement: Providing support in socially disadvantaged schools. British Educational Research Journal. ENGLAND: WILEY, 2025, roč. 51, č. 2, s. 1039-1072. ISSN 0141-1926. Dostupné z: https://doi.org/10.1002/berj.4105.

@article{2463737,
   author = {Obrovská, Jana and Majcík, Martin and Simonová, Jaroslava},
   article_location = {ENGLAND},
   article_number = {2},
   doi = {https://doi.org/10.1002/berj.4105},
   keywords = {achievement; engagement; post- Covid-19 support; socially disadvantaged schools},
   language = {eng},
   issn = {0141-1926},
   journal = {British Educational Research Journal},
   title = {Achievement vs. engagement: Providing support in socially disadvantaged schools},
   url = {https://bera-journals.onlinelibrary.wiley.com/doi/10.1002/berj.4105},
   volume = {51},
   year = {2025}
}

TY  - JOUR
ID  - 2463737
AU  - Obrovská, Jana - Majcík, Martin - Simonová, Jaroslava
PY  - 2025
TI  - Achievement vs. engagement: Providing support in socially disadvantaged schools
JF  - British Educational Research Journal
VL  - 51
IS  - 2
SP  - 1039-1072
EP  - 1039-1072
PB  - WILEY
SN  - 01411926
KW  - achievement
KW  - engagement
KW  - post- Covid-19 support
KW  - socially disadvantaged schools
UR  - https://bera-journals.onlinelibrary.wiley.com/doi/10.1002/berj.4105
N2  - Educational inequalities persist between students of low socioeconomic status and their more affluent peers. At the same time, there is evidence of positive relations between student engagement and achievement. This multiple case study investigates a national project aimed at increasing student engagement and achievement through post-Covid-19 support focused on disadvantaged schools in the Czech Republic. School staff perceived poor attendance, low student motivation and discipline problems as the most challenging issues to be addressed through project support measures. Attendance problems are tackled mainly through experiential activities; motivation and discipline problems are usually addressed by personnel positions. We argue that the selected measures aimed predominantly to support student emotional and behavioural engagement; strategies to enhance cognitive engagement and student achievement were sidelined. Paradoxically, student engagement may become a goal in itself rather than being inscribed into learning outcomes. Implications for programme support and school improvement research are suggested.
ER  -

OBROVSKÁ, Jana; Martin MAJCÍK a Jaroslava SIMONOVÁ. Achievement vs. engagement: Providing support in socially disadvantaged schools. \textit{British Educational Research Journal}. ENGLAND: WILEY, 2025, roč.~51, č.~2, s.~1039-1072. ISSN~0141-1926. Dostupné z: https://doi.org/10.1002/berj.4105.

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