Personal and Ecological Assets and Academic Competence in Early Adolescence: The Mediating Role of School Engagement

Autor/inn/en	Li, Yibing; Lerner, Jacqueline V.; Lerner, Richard M.
Titel	Personal and Ecological Assets and Academic Competence in Early Adolescence: The Mediating Role of School Engagement
Quelle	In: Journal of Youth and Adolescence, 39 (2010) 7, S.801-815 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-2891
DOI	10.1007/s10964-010-9535-4
Schlagwörter	Structural Equation Models; Academic Achievement; Early Adolescents; Grade 5; Grade 6; Role; Student School Relationship; Longitudinal Studies; Prediction; Student Behavior; Affective Behavior; Individual Development + Suchen Sie Ihr Suchwort? Schulleistung; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Rollen; Schüler-Lehrer-Beziehung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Vorhersage; Student behaviour; Schülerverhalten; Affective disturbance; Active behaviour; Affektive Störung; Individuelle Entwicklung
Abstract	Although the role of school engagement in influencing children's academic competence has been recognized in past theory and research, how school engagement may mediate the relationships between ecological and personal resources and academic competence remains largely unknown. Using structural equation modeling procedures, the present study was aimed at examining the role of school engagement in mediating the associations between ecological and personal assets and academic competence. Data from 960 participants (45.6% boys) who took part in the Grades 5 and 6 assessments of the longitudinal, 4-H Study of Positive Youth Development were used. Evidence was found for a model positing two distinct school engagement components, Behavioral and Emotional, and for the role of these facets of school engagement in the relationships between developmental assets and later academic competence. Personal and ecological assets had indirect effects on later academic competence, via behavioral and emotional school engagement. Behavioral and emotional school engagement predicted academic competence differently. Emotional engagement was indirectly linked to academic competence, via behavioral engagement. Behavioral and emotional engagement also had different individual and contextual antecedents. Implications of the findings for evaluating the role of behavioral and/or emotional school engagement in academic competence and positive youth development are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10