Skip to main content
Top
Gepubliceerd in:

01-06-2014 | Empirical Research

Academic Achievement in the High School Years: The Changing Role of School Engagement

Auteurs: Paul A. Chase, Lacey J. Hilliard, G. John Geldhof, Daniel J. A. Warren, Richard M. Lerner

Gepubliceerd in: Journal of Youth and Adolescence | Uitgave 6/2014

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail

Abstract

School engagement is an important theoretical and practical cornerstone to the promotion of academic accomplishments. This article used a tripartite—behavioral, emotional, and cognitive—model of school engagement to assess the relationship between school engagement and academic success among high school students, and to determine whether a reciprocal relationship exists between these constructs. Data were derived from 710 youth (69 % female) who took part in Waves 6 through 8 (Grades 10 through 12) of the 4-H study of positive youth development. Longitudinal confirmatory factor analyses confirmed the invariance of the tripartite model of school engagement. Results of a structural equation model showed that the components of school engagement and academic achievement were mutually predictive and that these predictions varied from grade to grade. Future possibilities for evaluating the relationship between school engagement and academic achievement, as well as the implications for educational policy and practice, are discussed.
Literatuur
go back to reference Balfanz, R., & Byrnes, V. (2006). Closing the mathematics achievement gap in high poverty middle schools: Enablers and constraints. Journal of Education for Students Placed at Risk, 11, 143–159.CrossRef Balfanz, R., & Byrnes, V. (2006). Closing the mathematics achievement gap in high poverty middle schools: Enablers and constraints. Journal of Education for Students Placed at Risk, 11, 143–159.CrossRef
go back to reference Balfanz, R., Bridgeland, J. M., Moore, L. A., & Fox, J. H. (2010). Building a grad nation: Progress and challenge in ending the high school dropout epidemic. Washington DC: America’s Promise Alliance, Civic Enterprises Everyone Graduates Center at Johns Hopkins University. Balfanz, R., Bridgeland, J. M., Moore, L. A., & Fox, J. H. (2010). Building a grad nation: Progress and challenge in ending the high school dropout epidemic. Washington DC: America’s Promise Alliance, Civic Enterprises Everyone Graduates Center at Johns Hopkins University.
go back to reference Bowers, E. P., Geldhof, G. J., Johnson, S. K., Lerner, J. V., &, Lerner, R. M. (in press). Thriving across the adolescent years: A view of the issues. Journal of Youth and Adolescence. Bowers, E. P., Geldhof, G. J., Johnson, S. K., Lerner, J. V., &, Lerner, R. M. (in press). Thriving across the adolescent years: A view of the issues. Journal of Youth and Adolescence.
go back to reference Brown, T. A. (2006). Confirmatory factor analysis for applied research. New York: Guilford Press. Brown, T. A. (2006). Confirmatory factor analysis for applied research. New York: Guilford Press.
go back to reference Cameron, R. G. (1989). The common yardstick: A case for the SAT. New York: College Entrance Examination Board. Cameron, R. G. (1989). The common yardstick: A case for the SAT. New York: College Entrance Examination Board.
go back to reference Chavez, E. L., Oetting, E. R., & Swaim, R. C. (1994). Dropout and delinquency: Mexican-American and Caucasian non-Hispanic youth. Journal of Clinical Child Psychology, 23(10), 47–55.CrossRef Chavez, E. L., Oetting, E. R., & Swaim, R. C. (1994). Dropout and delinquency: Mexican-American and Caucasian non-Hispanic youth. Journal of Clinical Child Psychology, 23(10), 47–55.CrossRef
go back to reference Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling, 9, 233–255.CrossRef Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling, 9, 233–255.CrossRef
go back to reference Christenson, S. L., Reschly, A. L., & Wylie, C. (Eds.). (2012). Handbook of research on student engagement. New York: Springer Science. Christenson, S. L., Reschly, A. L., & Wylie, C. (Eds.). (2012). Handbook of research on student engagement. New York: Springer Science.
go back to reference Crosnoe, R., Johnson, M. K., & Elder, G. H. (2004). Intergenerational bonding in school: The behavioral and contextual correlates of student-teacher relationships. Sociology of Education, 77, 60–81.CrossRef Crosnoe, R., Johnson, M. K., & Elder, G. H. (2004). Intergenerational bonding in school: The behavioral and contextual correlates of student-teacher relationships. Sociology of Education, 77, 60–81.CrossRef
go back to reference Dotterer, A. M., & Lowe, K. (2011). Classroom context, school engagement, and academic achievement in early adolescence. Journal of Youth and Adolescence, 40(12), 1649–1660.PubMedCrossRef Dotterer, A. M., & Lowe, K. (2011). Classroom context, school engagement, and academic achievement in early adolescence. Journal of Youth and Adolescence, 40(12), 1649–1660.PubMedCrossRef
go back to reference Eccles, J. S., & Midgley, C. (1989). Stage/environment fit: Developmentally appropriate classrooms for early adolescents. In R. E. Ames & C. Ames (Eds.), Research on motivation in education (Vol. 3, pp. 139–186). San Diego, CA: Academic Press. Eccles, J. S., & Midgley, C. (1989). Stage/environment fit: Developmentally appropriate classrooms for early adolescents. In R. E. Ames & C. Ames (Eds.), Research on motivation in education (Vol. 3, pp. 139–186). San Diego, CA: Academic Press.
go back to reference Eccles, J., & Roeser, R. W. (2011). Schools as developmental contexts during adolescence. Journal of Research on Adolescence, 21, 225–241.CrossRef Eccles, J., & Roeser, R. W. (2011). Schools as developmental contexts during adolescence. Journal of Research on Adolescence, 21, 225–241.CrossRef
go back to reference Finn, J. D., & Rock, D. A. (1997). Academic success among students at risk for school failure. Journal of Applied Psychology, 82(2), 221–234.PubMedCrossRef Finn, J. D., & Rock, D. A. (1997). Academic success among students at risk for school failure. Journal of Applied Psychology, 82(2), 221–234.PubMedCrossRef
go back to reference Finn, J. D., & Voelkl, K. E. (1993). School characteristics related to school engagement. Journal of Negro Education, 62, 249–268.CrossRef Finn, J. D., & Voelkl, K. E. (1993). School characteristics related to school engagement. Journal of Negro Education, 62, 249–268.CrossRef
go back to reference Fredricks, J. A., Blumenfeld, P., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74, 59–109.CrossRef Fredricks, J. A., Blumenfeld, P., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74, 59–109.CrossRef
go back to reference Fredricks, J. A., & Eccles, J. S. (2006). Is extracurricular participation associated with beneficial outcomes: Concurrent and longitudinal relations? Developmental Psychology, 42, 698–713.PubMedCrossRef Fredricks, J. A., & Eccles, J. S. (2006). Is extracurricular participation associated with beneficial outcomes: Concurrent and longitudinal relations? Developmental Psychology, 42, 698–713.PubMedCrossRef
go back to reference Goodenow, C. (1993). Classroom belonging among early adolescent students: Relationship to motivation and achievement. Journal of Early Adolescence, 13, 21–43.CrossRef Goodenow, C. (1993). Classroom belonging among early adolescent students: Relationship to motivation and achievement. Journal of Early Adolescence, 13, 21–43.CrossRef
go back to reference Greenberg, M. T., Weissberg, R. P., O’Brien, M. U., Zins, J. E., Fredericks, L., Resnik, H., et al. (2003). Enhancing school-based prevention and development through coordinated social, emotional, and academic learning. American Psychologist, 58, 466–474.PubMedCrossRef Greenberg, M. T., Weissberg, R. P., O’Brien, M. U., Zins, J. E., Fredericks, L., Resnik, H., et al. (2003). Enhancing school-based prevention and development through coordinated social, emotional, and academic learning. American Psychologist, 58, 466–474.PubMedCrossRef
go back to reference Hauser-Cram, P., Warfield, M. E., Stadler, J., Sirin, S. R., Huston, A. C., & Ripke, M. N. (2006). School environments and the diverging pathways of students living in poverty (pp. 198–216). Developmental contexts in middle childhood: Bridges to adolescence and adulthood. Hauser-Cram, P., Warfield, M. E., Stadler, J., Sirin, S. R., Huston, A. C., & Ripke, M. N. (2006). School environments and the diverging pathways of students living in poverty (pp. 198–216). Developmental contexts in middle childhood: Bridges to adolescence and adulthood.
go back to reference Heaven, P. C. L., Mak, A., Barry, J., & Ciarrochi, J. (2002). Personality and family influences on adolescent attitudes to school and self-rated academic performance. Personality and Individual Differences, 32, 453–462.CrossRef Heaven, P. C. L., Mak, A., Barry, J., & Ciarrochi, J. (2002). Personality and family influences on adolescent attitudes to school and self-rated academic performance. Personality and Individual Differences, 32, 453–462.CrossRef
go back to reference Heckman, J. J., & Masterov, D. V. (2006). The productivity argument for investing in young children, discussion paper: Early Childhood Research Collaborative, University of Minnesota. Heckman, J. J., & Masterov, D. V. (2006). The productivity argument for investing in young children, discussion paper: Early Childhood Research Collaborative, University of Minnesota.
go back to reference Henry, K. L., Knight, K. E., & Thornberry, T. P. (2012). School disengagement as a predictor of dropout, delinquency, and problem substance use during adolescence and early adulthood. Journal of Youth and Adolescence, 41, 156–166.PubMedCrossRef Henry, K. L., Knight, K. E., & Thornberry, T. P. (2012). School disengagement as a predictor of dropout, delinquency, and problem substance use during adolescence and early adulthood. Journal of Youth and Adolescence, 41, 156–166.PubMedCrossRef
go back to reference Kindermann, T. A. (2007). Effects of naturally existing peer groups on changes in academic engagement in a cohort of sixth graders. Child Development, 78, 1186–1203.PubMedCrossRef Kindermann, T. A. (2007). Effects of naturally existing peer groups on changes in academic engagement in a cohort of sixth graders. Child Development, 78, 1186–1203.PubMedCrossRef
go back to reference Klem, A. M., & Connell, J. P. (2004). Relationships matter: Linking teacher support to student engagement and achievement. Journal of School Health, 74(7), 262–273.PubMedCrossRef Klem, A. M., & Connell, J. P. (2004). Relationships matter: Linking teacher support to student engagement and achievement. Journal of School Health, 74(7), 262–273.PubMedCrossRef
go back to reference Larson, R. W., & Rusk, N. (2011). Intrinsic motivation and positive development. In R. M. Lerner, J. V. Lerner, & J. B. Benson (Eds.), Advances in child development and behavior: Positive youth development (pp. 89–130). Oxford, UK: Elsevier.CrossRef Larson, R. W., & Rusk, N. (2011). Intrinsic motivation and positive development. In R. M. Lerner, J. V. Lerner, & J. B. Benson (Eds.), Advances in child development and behavior: Positive youth development (pp. 89–130). Oxford, UK: Elsevier.CrossRef
go back to reference Lerner, R. M., Lerner, J. V., Almerigi, J., Theokas, C., Phelps, E., Gestsdóttir, S., et al. (2005). Positive youth development, participation in community youth development programs, and community contributions of fifth-grade adolescents: Findings from the first wave of the 4-H study of positive youth development. Journal of Early Adolescence, 25(1), 17–71.CrossRef Lerner, R. M., Lerner, J. V., Almerigi, J., Theokas, C., Phelps, E., Gestsdóttir, S., et al. (2005). Positive youth development, participation in community youth development programs, and community contributions of fifth-grade adolescents: Findings from the first wave of the 4-H study of positive youth development. Journal of Early Adolescence, 25(1), 17–71.CrossRef
go back to reference Lerner, R. M., Lerner, J. V., von Eye, A., Bowers, E. P., & Lewin-Bizan, S. (Eds.) (2011). Individual and contextual bases of thriving in adolescence: Findings from the 4-H study of positive youth development. Journal of Adolescence, 34(6), 1107–1228. Lerner, R. M., Lerner, J. V., von Eye, A., Bowers, E. P., & Lewin-Bizan, S. (Eds.) (2011). Individual and contextual bases of thriving in adolescence: Findings from the 4-H study of positive youth development. Journal of Adolescence, 34(6), 1107–1228.
go back to reference Lerner, J. V., Phelps, E., Forman, Y., & Bowers, E. P. (2009a). Positive youth development. In R. M. Lerner & L. Steinberg (Eds.), Handbook of adolescent psychology, Individual bases of adolescent development (3rd ed., Vol. 1, pp. 524–558). Hoboken, NJ: Wiley.CrossRef Lerner, J. V., Phelps, E., Forman, Y., & Bowers, E. P. (2009a). Positive youth development. In R. M. Lerner & L. Steinberg (Eds.), Handbook of adolescent psychology, Individual bases of adolescent development (3rd ed., Vol. 1, pp. 524–558). Hoboken, NJ: Wiley.CrossRef
go back to reference Lerner, R. M., von Eye, A., Lerner, J. V., Lewin-Bizan, S., & Bowers, E. P. (2010). The meaning and measurement of thriving in adolescence: Findings from the 4-H study of positive youth development. Journal of Youth and Adolescence, 39(7), 113–143. Lerner, R. M., von Eye, A., Lerner, J. V., Lewin-Bizan, S., & Bowers, E. P. (2010). The meaning and measurement of thriving in adolescence: Findings from the 4-H study of positive youth development. Journal of Youth and Adolescence, 39(7), 113–143.
go back to reference Lerner, R. M., von Eye, A., Lerner J., & Lewin-Bizan, S. (Eds.) (2009b). Foundations and functions on thriving in adolescence: Findings from the 4-H study of positive youth development. Journal of Applied Developmental Psychology, 30(5), 567–648. Lerner, R. M., von Eye, A., Lerner J., & Lewin-Bizan, S. (Eds.) (2009b). Foundations and functions on thriving in adolescence: Findings from the 4-H study of positive youth development. Journal of Applied Developmental Psychology, 30(5), 567–648.
go back to reference Li, Y., (2010). School engagement in adolescence: Theoretical structure, measurement equivalence, and developmental trajectories. (Doctoral dissertation, Tufts University). Li, Y., (2010). School engagement in adolescence: Theoretical structure, measurement equivalence, and developmental trajectories. (Doctoral dissertation, Tufts University).
go back to reference Li, Y., & Lerner, R. M. (2011). Trajectories of school engagement during adolescence: Implications for grades, depression, delinquency, and substance use. Developmental Psychology, 47(1), 233–247.PubMedCrossRef Li, Y., & Lerner, R. M. (2011). Trajectories of school engagement during adolescence: Implications for grades, depression, delinquency, and substance use. Developmental Psychology, 47(1), 233–247.PubMedCrossRef
go back to reference Li, Y., & Lerner, R. M. (2013). Interrelations of behavioral, emotional, and cognitive school engagement in high school students. Journal of Youth and Adolescence, 42(1), 20–32.PubMedCrossRef Li, Y., & Lerner, R. M. (2013). Interrelations of behavioral, emotional, and cognitive school engagement in high school students. Journal of Youth and Adolescence, 42(1), 20–32.PubMedCrossRef
go back to reference Li, Y., Lerner, J. V., & Lerner, R. M. (2010). Personal and ecological assets and academic competence in early adolescence: The mediating role of school engagement. Journal of Youth and Adolescence, 39(7), 801–815.PubMedCrossRef Li, Y., Lerner, J. V., & Lerner, R. M. (2010). Personal and ecological assets and academic competence in early adolescence: The mediating role of school engagement. Journal of Youth and Adolescence, 39(7), 801–815.PubMedCrossRef
go back to reference Lindner, J. R., Murphy, T. H., & Briers, G. E. (2001). Handling nonresponse in social science research. Journal of Agricultural Education, 42(4), 43–53.CrossRef Lindner, J. R., Murphy, T. H., & Briers, G. E. (2001). Handling nonresponse in social science research. Journal of Agricultural Education, 42(4), 43–53.CrossRef
go back to reference Little, T. D. (1997). Mean and covariance structures (MACS) analyses of cross-cultural data: Practical and theoretical issues. Multivariate Behavioral Research, 32, 53–76.CrossRef Little, T. D. (1997). Mean and covariance structures (MACS) analyses of cross-cultural data: Practical and theoretical issues. Multivariate Behavioral Research, 32, 53–76.CrossRef
go back to reference Little, T. D. (2013). Longitudinal structural equation modeling. New York, NY: Guilford Press. Little, T. D. (2013). Longitudinal structural equation modeling. New York, NY: Guilford Press.
go back to reference Marsh, H. W. (1990). Causal ordering of academic self-concept and academic achievement: A multiwave, longitudinal panel analysis. Journal of Educational Psychology, 82, 646–656.CrossRef Marsh, H. W. (1990). Causal ordering of academic self-concept and academic achievement: A multiwave, longitudinal panel analysis. Journal of Educational Psychology, 82, 646–656.CrossRef
go back to reference Marsh, H. W., & O’Mara, A. (2008). Reciprocal effects between academic self-concept, self-esteem, achievement, and attainment over seven adolescent years: Uni-dimensional and multidimensional perspectives of self-concept. Personality and Social Psychology Bulletin, 34, 542–552.PubMedCrossRef Marsh, H. W., & O’Mara, A. (2008). Reciprocal effects between academic self-concept, self-esteem, achievement, and attainment over seven adolescent years: Uni-dimensional and multidimensional perspectives of self-concept. Personality and Social Psychology Bulletin, 34, 542–552.PubMedCrossRef
go back to reference McNeeley, C. A., Nonnemaker, J. M., & Blum, R. W. (2002). Promoting school connectedness: Evidence from the National Longitudinal Study Of Adolescent Health. Journal of School Health, 72, 138–146.CrossRef McNeeley, C. A., Nonnemaker, J. M., & Blum, R. W. (2002). Promoting school connectedness: Evidence from the National Longitudinal Study Of Adolescent Health. Journal of School Health, 72, 138–146.CrossRef
go back to reference Meehan, B. T., Hughes, J. N., & Cavell, T. A. (2003). Teacher-student relationships as compensatory resources for aggressive children. Child Development, 60, 981–992. Meehan, B. T., Hughes, J. N., & Cavell, T. A. (2003). Teacher-student relationships as compensatory resources for aggressive children. Child Development, 60, 981–992.
go back to reference Murray, C., & Greenberg, M. (2001). Relationships with teachers and bonds with school: Social emotional adjustment correlates for children with and without disabilities. Psychology in the Schools, 38, 25–41.CrossRef Murray, C., & Greenberg, M. (2001). Relationships with teachers and bonds with school: Social emotional adjustment correlates for children with and without disabilities. Psychology in the Schools, 38, 25–41.CrossRef
go back to reference Muthén, L. K., & Muthen, B. (2010). Mplus 6.0. Los Angeles, CA: Muthén & Muthén. Muthén, L. K., & Muthen, B. (2010). Mplus 6.0. Los Angeles, CA: Muthén & Muthén.
go back to reference Phelps, E., Balsano, A., Fay, K., Peltz, J., Zimmerman, S., Lerner, R. M., et al. (2007). Nuances in early adolescent development trajectories of positive and of problematic/risk behaviors: Findings from the 4-H study of positive youth development. Child and Adolescent Clinics of North America, 16(2), 473–496.CrossRef Phelps, E., Balsano, A., Fay, K., Peltz, J., Zimmerman, S., Lerner, R. M., et al. (2007). Nuances in early adolescent development trajectories of positive and of problematic/risk behaviors: Findings from the 4-H study of positive youth development. Child and Adolescent Clinics of North America, 16(2), 473–496.CrossRef
go back to reference Resnick, M. D., Bearman, P. S., Blum, R. W., Bauman, K. E., Harris, K. M., Jones, J., et al. (1997). Protecting adolescents from harm: Findings from the National Longitudinal Study on Adolescent Health. JAMA, 278, 823–832.PubMedCrossRef Resnick, M. D., Bearman, P. S., Blum, R. W., Bauman, K. E., Harris, K. M., Jones, J., et al. (1997). Protecting adolescents from harm: Findings from the National Longitudinal Study on Adolescent Health. JAMA, 278, 823–832.PubMedCrossRef
go back to reference Scheidler, M. J. (2012). The Relationship Between Student Engagement and Standardized Test Scores of Middle School Students: Does Student Engagement Increase Academic Achievement? (Doctoral dissertation, University of Minnesota). Scheidler, M. J. (2012). The Relationship Between Student Engagement and Standardized Test Scores of Middle School Students: Does Student Engagement Increase Academic Achievement? (Doctoral dissertation, University of Minnesota).
go back to reference Shernoff, D. J., & Schmidt, J. A. (2008). Further evidence of an engagement-achievement paradox among U.S. high school students. Journal of Youth and Adolescence, 37, 564–580.CrossRef Shernoff, D. J., & Schmidt, J. A. (2008). Further evidence of an engagement-achievement paradox among U.S. high school students. Journal of Youth and Adolescence, 37, 564–580.CrossRef
go back to reference Skinner, E. A., Kindermann, T. A., & Furrer, C. J. (2009). A motivational perspective on engagement and disaffection: Conceptualization and assessment of children’s behavioral and emotional participation in academic activities in the classroom. Educational and Psychological Measurement, 69, 493–525.CrossRef Skinner, E. A., Kindermann, T. A., & Furrer, C. J. (2009). A motivational perspective on engagement and disaffection: Conceptualization and assessment of children’s behavioral and emotional participation in academic activities in the classroom. Educational and Psychological Measurement, 69, 493–525.CrossRef
go back to reference Theokas, C., & Lerner, R. M. (2006). Observed ecological assets in families, schools, and neighborhoods: Conceptualization, measurement and relations with positive and negative developmental outcomes. Applied Developmental Science, 10, 61–74.CrossRef Theokas, C., & Lerner, R. M. (2006). Observed ecological assets in families, schools, and neighborhoods: Conceptualization, measurement and relations with positive and negative developmental outcomes. Applied Developmental Science, 10, 61–74.CrossRef
go back to reference Voelkl, K. E. (1997). Identification with school. American Journal of Education, 105, 204–319.CrossRef Voelkl, K. E. (1997). Identification with school. American Journal of Education, 105, 204–319.CrossRef
go back to reference Wigfield, A. (1994). Expectancy-value theory of achievement motivation: A developmental perspective. Educational Psychology Review, 6, 49–78.CrossRef Wigfield, A. (1994). Expectancy-value theory of achievement motivation: A developmental perspective. Educational Psychology Review, 6, 49–78.CrossRef
go back to reference Wigfield, A., & Cambria, J. (2010). Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30(1), 1–35.CrossRef Wigfield, A., & Cambria, J. (2010). Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30(1), 1–35.CrossRef
go back to reference Woolley, M., & Grogan-Kaylor, A. (2006). Protective family factors in the context of neighborhood: Promoting positive school outcomes. Family Relations, 55, 93–104.CrossRef Woolley, M., & Grogan-Kaylor, A. (2006). Protective family factors in the context of neighborhood: Promoting positive school outcomes. Family Relations, 55, 93–104.CrossRef
go back to reference Wothke, W. (2000). Longitudinal and multigroup modeling with missing data. In T. D. Little, K. U. Schnabel, & J. Baumert (Eds.), Modeling longitudinal and multilevel data (pp. 219–240). Mahwah, NJ: Erlbaum. Wothke, W. (2000). Longitudinal and multigroup modeling with missing data. In T. D. Little, K. U. Schnabel, & J. Baumert (Eds.), Modeling longitudinal and multilevel data (pp. 219–240). Mahwah, NJ: Erlbaum.
go back to reference Zimmerman, B. J., & Schunk, D. H. (2001). Self-regulated learning and academic achievement: Theoretical perspectives (2nd ed.). Mahwah, NJ: Erlbaum. Zimmerman, B. J., & Schunk, D. H. (2001). Self-regulated learning and academic achievement: Theoretical perspectives (2nd ed.). Mahwah, NJ: Erlbaum.
Metagegevens
Titel
Academic Achievement in the High School Years: The Changing Role of School Engagement
Auteurs
Paul A. Chase
Lacey J. Hilliard
G. John Geldhof
Daniel J. A. Warren
Richard M. Lerner
Publicatiedatum
01-06-2014
Uitgeverij
Springer US
Gepubliceerd in
Journal of Youth and Adolescence / Uitgave 6/2014
Print ISSN: 0047-2891
Elektronisch ISSN: 1573-6601
DOI
https://doi.org/10.1007/s10964-013-0085-4

Andere artikelen Uitgave 6/2014

Journal of Youth and Adolescence 6/2014 Naar de uitgave