Student engagement and its relationship with early high school dropout
Student engagement and its relationship with early high school dropout
复制标题
DOI：
10.1016/j.adolescence.2008.06.007
复制
发表时间：
2009-06-01
影响因子：
3.8
通讯作者：
Pagani, Linda S.
中科院分区：
文献类型：
--
作者：
Archambault, Isabelle;Janosz, Michel;Pagani, Linda S.
虽然学校参与的概念在大多数辍学理论中占有突出地位，但对其性质和过程，更重要的是与辍学的关系进行的实证研究很少。关于学校参与的自然发展的信息将极大地有利于那些对防止青少年时期学生疏远感兴趣的人。我们利用11827名法裔加拿大高中生的纵向样本，分别测试了参与的行为、情感和认知指标，并将其作为一个整体结构进行了测试。然后，我们使用因子分析和结构方程模型评估了他们作为辍学的前瞻性预测因子的贡献。全球参与可靠地预测了辍学率。在三个具体维度中，只有行为投入对预测方程有显著贡献。我们的研究结果证实了学校参与整体多维结构的稳健性，它反映了认知和社会心理特征，并强调了基本参与和依从性问题在可靠地估计青少年未完成基础教育风险方面的重要性。(C) 2008，青少年服务专业人员协会。Elsevier Ltd.出版。版权所有。
Although the concept of school engagement figures prominently in most school dropout theories, there has been little empirical research conducted on its nature and course and, more Importantly, the association with dropout. Information on the natural development of school engagement would greatly benefit those interested in preventing student alienation during adolescence. Using a longitudinal sample of 11,827 French-Canadian high school Students, we tested behavioral, affective, cognitive indices of engagement both separately and as a global construct. We then assessed their contribution as prospective predictors of school dropout using factor analysis and structural equation modeling. Global engagement reliably predicted school dropout. Among its three specific dimensions, only behavioral engagement made a significant contribution in the prediction equation. Our findings confirm the robustness of the overall multidimensional Construct of school engagement, which reflects both cognitive and psychosocial characteristics, and underscore the importance attributed to basic participation and compliance issues in reliably estimating risk of not completing basic schooling during adolescence. (C) 2008 The Association for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.