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Gepubliceerd in: Journal of Youth and Adolescence 1/2011

01-01-2011 | Empirical Research

The Relationship Between School Engagement and Delinquency in Late Childhood and Early Adolescence

Auteurs: Paul J. Hirschfield, Joseph Gasper

Gepubliceerd in: Journal of Youth and Adolescence | Uitgave 1/2011

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Abstract

Engagement in school is crucial for academic success and school completion. Surprisingly little research has focused on the relationship between student engagement and delinquency. This study examines whether engagement predicts subsequent school and general misconduct among 4,890 inner-city Chicago elementary school students (mean age: 11 years and 4 months; 43.3% boys; 66.5% black; 28.8% Latino). To improve upon prior research in this area, we distinguish three types of engagement (emotional, behavioral, and cognitive), examine whether the relationship between engagement and misconduct is bidirectional (misconduct also impairs engagement), and control for possible common causes of low engagement and misconduct, including peer and family relationships and relatively stable indicators of risk-proneness. Emotional and behavioral engagement predict decreases in school and general delinquency. However, cognitive engagement is associated with increases in these outcomes. School and general delinquency predict decreased engagement only in the cognitive domain. Suggestions for future research and implications for policy are discussed.
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Metagegevens
Titel
The Relationship Between School Engagement and Delinquency in Late Childhood and Early Adolescence
Auteurs
Paul J. Hirschfield
Joseph Gasper
Publicatiedatum
01-01-2011
Uitgeverij
Springer US
Gepubliceerd in
Journal of Youth and Adolescence / Uitgave 1/2011
Print ISSN: 0047-2891
Elektronisch ISSN: 1573-6601
DOI
https://doi.org/10.1007/s10964-010-9579-5

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