Academic Achievement in the High School Years: The Changing Role of School Engagement
Academic Achievement in the High School Years: The Changing Role of School Engagement
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DOI：
10.1007/s10964-013-0085-4
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发表时间：
2014-06-01
影响因子：
4.9
通讯作者：
Lerner, Richard M.
中科院分区：
文献类型：
--
作者：
Chase, Paul A.;Hilliard, Lacey J.;Lerner, Richard M.
学校参与是提升学术成就的重要理论和实践基石。本文使用学校参与的三方行为、情感和认知模型来评估高中生的学校参与和学业成功之间的关系，并确定这些结构之间是否存在相互关系。数据来自 710 名青少年（69% 为女性），他们参加了青少年积极发展 4-H 研究的第 6 至 8 波（10 至 12 年级）。纵向验证性因素分析证实了学校参与三方模型的不变性。结构方程模型的结果表明，学校参与度和学业成绩的组成部分是相互预测的，并且这些预测因年级而异。讨论了评估学校参与与学业成绩之间关系的未来可能性，以及对教育政策和实践的影响。
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.