Interrelations of Behavioral, Emotional, and Cognitive School Engagement in High School Students

Autor/inn/en	Li, Yibing; Lerner, Richard M.
Titel	Interrelations of Behavioral, Emotional, and Cognitive School Engagement in High School Students
Quelle	In: Journal of Youth and Adolescence, 42 (2013) 1, S.20-32 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-2891
DOI	10.1007/s10964-012-9857-5
Schlagwörter	Academic Failure; Adolescents; Foreign Countries; High School Students; Student School Relationship; Academic Achievement; Role; Prevention; Longitudinal Studies; Correlation; Attachment Behavior; Statistical Analysis; Learner Engagement + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schüler-Lehrer-Beziehung; Schulleistung; Rollen; Prävention; Vorbeugung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Korrelation; Attachment; Bindungsverhalten; Statistische Analyse
Abstract	School engagement, or the extent to which students are involved in, attached and committed to the academic and social activities in school, plays a prominent role in preventing academic failure, promoting competence, and influencing a wide range of adolescent outcomes. Although the multidimensional nature of school engagement is well-recognized, how the three purported parts of the construct work together is largely unknown. By using data from the longitudinal, 4-H study of Positive Youth Development, involving a sample of 1,029 adolescents (67.7% female; mean age at Grade 9 = 14.92 years; 74.4% of participants were European American, 5.2% were Latino/a, 7.3% were African American), the current study examined the interrelationships of behavioral, emotional, and cognitive aspects of school engagement over three years in adolescence (Grades 9-11). We used autoregressive lagged effects models to assess the relationships among the three engagement constructs. Results indicated that behavioral and emotional engagement were related bidirectionally (each variable was a basis and an outcome of the other). In addition, behavioral engagement influenced cognitive engagement (but the reverse of this relation was not found). Implications for future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10