Exploring Changes in Student Engagement through the Ruler Approach: An Examination of Students at Risk of Academic Failure

Autor/inn/en	Cipriano, Christina; Barnes, Tia N.; Rivers, Susan E.; Brackett, Marc
Titel	Exploring Changes in Student Engagement through the Ruler Approach: An Examination of Students at Risk of Academic Failure
Quelle	In: Journal of Education for Students Placed at Risk, 24 (2019) 1, S.1-19 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cipriano, Christina) ORCID (Barnes, Tia N.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-4669
DOI	10.1080/10824669.2018.1524767
Schlagwörter	Learner Engagement; At Risk Students; Intervention; Academic Failure; Path Analysis; Grade 5; Elementary School Students; Social Development; Emotional Development; Program Effectiveness; Student Behavior; Grade 6; Grade 7; Program Descriptions; Catholic Schools; Longitudinal Studies; Grade Point Average; Randomized Controlled Trials + Suchen Sie Ihr Suchwort? Pfadanalyse; School year 05; 5. Schuljahr; Schuljahr 05; Soziale Entwicklung; Gefühlsbildung; Student behaviour; Schülerverhalten; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Katholische Schule; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	The present paper examines if developmental pathways for students at risk for academic failure can be improved through social and emotional learning (SEL). Specifically, we test this hypothesis by accounting for shifts in student engagement, a highly studied and malleable construct often inclusive of SEL interventions, as the pathway by which to impact student achievement outcomes. Using longitudinal data from a randomized control trial, we identified students at risk for school failure (n = 318) within a larger sample of fifth graders (N = 1,352). Multigroup path model revealed that participation in RULER significantly impacted the relationship between student engagement and conduct behaviors for at risk students: students who experienced RULER demonstrated increased engagement a year later (at sixth grade) and improved conduct the following year (in seventh grade). The potential for and limitations of SEL programs on developmental trajectories for students at risk for school failure are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01