School engagement and academic achievement of young adolescents in a blended learning environ-ment

We formulate working definitions for concepts and conduct research on their basis, study the specifics of school involvement and its relationship with the academic performance of younger adolescents in a blended learning environment. Research hypothesis – engagement in school is associated with academic performance of younger adolescents in blended learning settings. Particular hypothesis: the quality of social interactions is the most significant factor in engagement school in the context of the use of blended learning tools. The study involved students in grades 5–6 in a blended learning environment (100 people; 36 boys, 64 girls). Used methods are: “Multidimensional School Engagement Scale” by T.G. Fomina, V.I. Morosanova; Five-factor model of personality (Big Five) by R. McCrae, P. Costa; questionnaire aimed at identifying the use of blended learning tools. The data obtained show that there is a relationship between indicators of school involvement and academic performance, which differ by gender. Data are provided on the level of connections between the components of school involvement and indicators of academic performance. The results of a factor analysis of the significance of the components of school involvement are presented. The social component of school engagement is key in determining the level of school engagement. The behavioral component has the most pronounced connection with the academic performance of younger adolescents. The results of the study can be used to control the environmental influence on students and the degree of their involvement in the educational process. Vectors have been outlined for further research that will allow us to study the opportunities for self-realization of adolescents through the use of blended learning technology.