Student Engagement and Its Relationship with Early High School Dropout

Autor/inn/en	Archambault, Isabelle; Janosz, Michel; Fallu, Jean-Sebastien; Pagani, Linda S.
Titel	Student Engagement and Its Relationship with Early High School Dropout
Quelle	In: Journal of Adolescence, 32 (2009) 3, S.651-670 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0140-1971
DOI	10.1016/j.adolescence.2008.06.007
Schlagwörter	Structural Equation Models; Dropouts; At Risk Persons; Factor Analysis; Alienation; High School Students; Dropout Characteristics; Correlation; Student Participation; Foreign Countries; Student Behavior; Affective Behavior; Predictor Variables; Psychological Patterns; Cognitive Processes; Canada + Suchen Sie Ihr Suchwort? Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Risikogruppe; Faktorenanalyse; Entfremdung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Korrelation; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Ausland; Student behaviour; Schülerverhalten; Affective disturbance; Active behaviour; Affektive Störung; Prädiktor; Cognitive process; Kognitiver Prozess; Kanada
Abstract	Although the concept of school engagement figures prominently in most school dropout theories, there has been little empirical research conducted on its nature and course and, more importantly, the association with dropout. Information on the natural development of school engagement would greatly benefit those interested in preventing student alienation during adolescence. Using a longitudinal sample of 11,827 French-Canadian high school students, we tested behavioral, affective, cognitive indices of engagement both separately and as a global construct. We then assessed their contribution as prospective predictors of school dropout using factor analysis and structural equation modeling. Global engagement reliably predicted school dropout. Among its three specific dimensions, only behavioral engagement made a significant contribution in the prediction equation. Our findings confirm the robustness of the overall multidimensional construct of school engagement, which reflects both cognitive and psychosocial characteristics, and underscore the importance attributed to basic participation and compliance issues in reliably estimating risk of not completing basic schooling during adolescence. (Contains 4 figures and 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10