The longitudinal association of childhood school engagement with adult educational and occupational achievement: findings from an Australian national study
The longitudinal association of childhood school engagement with adult educational and occupational achievement: findings from an Australian national study
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DOI：
10.1002/berj.3031
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发表时间：
2014-02-01
影响因子：
2.3
通讯作者：
Gall, Seana
中科院分区：
文献类型：
--
作者：
Abbott-Chapman, Joan;Martin, Kara;Gall, Seana
该研究以 1985 年澳大利亚一项关于影响儿童长期健康和福祉因素的纵向全国队列研究为背景，调查了学校参与度与成人教育和职业结果之间的关联。与学业成功相关的其他因素（例如受家庭背景影响的学业成绩）相比，学校参与度可能更容易改变。使用有关学校享受和无聊的问卷项目构建了学校参与指数。相关的学校参与项目包括学习者的自我概念、学习动机、归属感、参与学校或校外活动以及享受体育活动。 2004年至2006年，参与者（26岁至30岁）报告了他们所获得的最高教育水平和目前的职业。潜在的协变量包括年龄、性别、童年时期社会经济地位的标志、个性和学校层面的变量（即学生人数、单一性别与男女同校；政府、私立或独立）。逻辑回归用于估计实现义务教育后学校教育和获得更高地位职业的几率。调查结果显示，每个单位的学校参与度与完成义务教育后学校教育的几率提高 10%（OR 1.10 95% CI 1.01,1.21）独立相关。母亲教育、作为学习者的自我概念、学习动机也显着预测了义务教育后教育的实现。研究发现，学校参与可以调节宜人性人格特征与教育成果之间的关联。高等教育参与度也与 20 年后获得更高地位的职业独立相关（OR 1.11 95% CI 1.03，1.20）。重要的是，这与许多背景因素无关。
The research investigated the association between school engagement and adult education and occupation outcomes, within the context of a 1985 Australian longitudinal national cohort study of the factors affecting children's long-term health and well-being. School engagement may be more modifiable than other factors related to academic success, such as academic attainment, which is influenced by family background. A School Engagement Index was constructed using questionnaire items on school enjoyment and boredom. Related school engagement items included learner self-concept, motivation to learn, sense of belonging, participation in school or extra-mural activities, and enjoyment of physical activity. In 2004-2006, participants (aged 26 to 30years) reported their highest level of education achieved and current occupation. Potential covariates included age, sex, markers of socio-economic status in childhood, personality and school-level variables (i.e., number of students, single sex versus co-education; government, private or independent). Logistic regression was used to estimate the odds of achieving post-compulsory school education and achieving higher status occupations. Findings revealed that each unit of school engagement was independently associated with a 10% higher odds (OR 1.10 95% CI 1.01,1.21) of achieving a post-compulsory school education. Maternal education, self-concept as a learner, motivation to learn, all also significantly predicted achieving post-compulsory school education. School engagement was found to mediate the association between the personality characteristic of agreeableness and education outcomes. Higher school engagement was also independently associated with achieving higher status occupations 20years later (OR 1.11 95% CI 1.03, 1.20). Importantly, this was independent of a host of background factors.