Achievement vs. engagement: Providing support in socially
disadvantaged schools

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Achievement vs. engagement: Providing support in socially disadvantaged schools

Přehled o publikaci

J 2025

Achievement vs. engagement: Providing support in socially disadvantaged schools

OBROVSKÁ, Jana; Martin MAJCÍK and Jaroslava SIMONOVÁ

Basic information

Original name

Achievement vs. engagement: Providing support in socially disadvantaged schools

Authors

OBROVSKÁ, Jana; Martin MAJCÍK and Jaroslava SIMONOVÁ

Edition

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

Other information

Language

English

Type of outcome

Article in a journal

Country of publisher

United Kingdom of Great Britain and Northern Ireland

Confidentiality degree

is not subject to a state or trade secret

References:

URL

Organization

Pedagogická fakulta – Repository – Repository

DOI

https://doi.org/10.1002/berj.4105

UT WoS

001387484100001

EID Scopus

2-s2.0-105001810521

Keywords in English

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

Links

LX22NPO5101, research and development project.

Changed: 19/11/2025 00:50, RNDr. Daniel Jakubík

Abstract

In the original language

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.

Files attached

https://is.muni.cz/publication/2463737/British_Educational_Res_J_-_2025_-_Obrovska_-_Achievement_vs_engagement_Providing_support_in_socially_disadvantaged.pdf

Cite

OBROVSKÁ, Jana; Martin MAJCÍK and Jaroslava SIMONOVÁ. Achievement vs. engagement: Providing support in socially disadvantaged schools. British Educational Research Journal. ENGLAND: WILEY, 2025, vol. 51, No 2, p. 1039-1072. ISSN 0141-1926. Available from: https://doi.org/10.1002/berj.4105.

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   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  - 66068
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  - 0141-1926
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 and Jaroslava SIMONOVÁ. Achievement vs. engagement: Providing support in socially disadvantaged schools. \textit{British Educational Research Journal}. ENGLAND: WILEY, 2025, vol.~51, No~2, p.~1039-1072. ISSN~0141-1926. Available from: https://doi.org/10.1002/berj.4105.