Adolescent Behavioral, Affective, and Cognitive Engagement in School: Relationship to Dropout

Autor/inn/en	Archambault, Isabelle; Janosz, Michel; Morizot, Julien; Pagani, Linda
Titel	Adolescent Behavioral, Affective, and Cognitive Engagement in School: Relationship to Dropout
Quelle	In: Journal of School Health, 79 (2009) 9, S.408-415 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4391
DOI	10.1111/j.1746-1561.2009.00428.x
Schlagwörter	High Schools; Dropouts; Public Health; Adolescents; Foreign Countries; Questionnaires; Learner Engagement; Compliance (Psychology); High School Students; Student Attitudes; At Risk Persons; Intervention; Social Environment; Educational Environment; Health Promotion; Canada + Suchen Sie Ihr Suchwort? High school; Oberschule; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Gesundheitswesen; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Ausland; Fragebogen; High schools; Student; Students; Schüler; Schülerin; Studentin; Schülerverhalten; Risikogruppe; Soziales Umfeld; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Kanada
Abstract	Background: High school dropout represents an important public health issue. This study assessed the 3 distinct dimensions of student engagement in high school and examined the relationships between the nature and course of such experiences and later dropout. Methods: We administered questionnaires to 13,330 students (44.7% boys) from 69 high schools in the province of Quebec (Canada). During 3 consecutive high school years, students reported their behavioral, emotional, and cognitive engagement to school. Information on later dropout status was obtained through official records. Results: Although many adolescents remained highly engaged in high school, one third reported changes, especially decreases in rule compliance, interest in school, and willingness to learn. Students reporting low engagement or important decrements in behavioral investment from the beginning of high school presented higher risks of later dropout. Conclusion: School-based interventions should address the multiple facets of high school experiences to help adolescents successfully complete their basic schooling. Creating a positive social-emotional learning environment promises better adolescent achievement and, in turn, will contribute to a healthier lifestyle. (Contains 1 figure and 2 tables.) (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10