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01-01-2013 | Empirical Research | Uitgave 1/2013

Journal of Youth and Adolescence 1/2013

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

Journal of Youth and Adolescence > Uitgave 1/2013
Yibing Li, Richard M. Lerner
Belangrijke opmerkingen
This article is based, in part, on a dissertation submitted by Yibing Li to Tufts University in partial fulfillment of the requirements for the Ph.D. degree.


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.

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