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01-06-2014 | Empirical Research | Uitgave 6/2014

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

Tijdschrift:: Journal of Youth and Adolescence > Uitgave 6/2014

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

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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.

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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
DOI: https://doi.org/10.1007/s10964-013-0085-4
Uitgeverij: Springer US
Tijdschrift: Journal of Youth and Adolescence A Multidisciplinary Research Publication
Uitgave 6/2014
Print ISSN: 0047-2891
Elektronisch ISSN: 1573-6601

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