Factors Supporting Academic Engagement Among Cambodian American High School Youth

Abstract

This exploratory study examined the relationship between Cambodian American students' (N = 77) attitudes and beliefs regarding school climate and school engagement. We examined engagement through two primary constructs: academic intrinsic motivation and future educational expectations. Four specific correlates of engagement were examined to understand the quality of Cambodian American students' school engagement: sense of racial fairness; feelings of teacher support; perceptions of self-competence; and perceptions of positive classroom environment. Perceptions of self competence were positively associated with higher educational expectations. Our regression models found that students' sense of positive classroom environment in addition to teacher support was important for motivation. Motivation and future academic expectations were also associated with students' perceptions of their own academic self-competence. Implications for research and practice are discussed.