Adolescent Educational Success and Mental Health Vary across School Engagement Profiles

Autor/inn/en	Wang, Ming-Te; Peck, Stephen C.
Titel	Adolescent Educational Success and Mental Health Vary across School Engagement Profiles
Quelle	In: Developmental Psychology, 49 (2013) 7, S.1266-1276 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0030028
Schlagwörter	Adolescents; Mental Health; Learner Engagement; Profiles; Adolescent Development; Academic Achievement; High School Students; Student School Relationship; Academic Aspiration; Depression (Psychology); College Students; Student Attitudes; Dropouts; Grade Point Average; Maryland; Childrens Depression Inventory + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Psychohygiene; Charakterisierung; Profilanalyse; Schulleistung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schüler-Lehrer-Beziehung; Collegestudent; Schülerverhalten; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen
Abstract	The present study used multidimensional and person-centered approaches to identify subgroups of adolescents characterized by unique patterns of behavioral, emotional, and cognitive engagement and examined whether adolescent developmental outcomes varied as a function of different combinations of engagement components. Data were collected on 1,025 youths (57% African American, 43% European American; 53% female, 47% male). Five profiles of student engagement in school were identified: Highly Engaged, Moderately Engaged, Minimally Engaged, Emotionally Disengaged, and Cognitively Disengaged. These 5 groups differed in their educational and psychological functioning. The study not only provides empirical evidence supporting the multifaceted nature of school engagement but also demonstrates its utility relative to educational success and mental health. Considering the multiple dimensions of student engagement simultaneously from a person-centered perspective promises a useful approach for addressing sample heterogeneity and understanding different patterns of school engagement and their consequences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01