The reciprocal links between school engagement, youth problem behaviors, and school dropout during adolescence.
The reciprocal links between school engagement, youth problem behaviors, and school dropout during adolescence.
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DOI：
10.1111/cdev.12138
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发表时间：
2014-03
影响因子：
4.6
通讯作者：
Fredricks JA
中科院分区：
文献类型：
--
作者：
Wang MT;Fredricks JA
本研究以自我系统模式为基础，将学校投入概念化为一个多维构念，包括行为投入、情绪投入及认知投入，并探讨三种类型的学校投入的变化是否与七至十一年级学生问题行为的变化有关。此外，学校参与和问题行为之间的相互关系的交易模型进行了测试，预测辍学。数据收集了来自一个种族和经济多样化的县的1,272名青年（58%非裔美国人，36%欧洲裔美国人; 51%女性）。结果表明，青少年在行为和情感上与学校的参与下降，往往从事犯罪和物质使用随着时间的推移增加。随着时间的推移，学校的行为和情感参与与青少年问题行为之间存在双向关联。最后，较低的行为和情感参与和更大的问题行为预测辍学的可能性更大。
Drawing on the self-system model, this study conceptualized school engagement as a multidimensional construct, including behavioral, emotional, and cognitive engagement, and examined whether changes in the three types of school engagement related to changes in problem behaviors from 7th through 11th grade. In addition, a transactional model of reciprocal relations between school engagement and problem behaviors was tested to predict school dropout. Data were collected on 1,272 youth from an ethnically and economically diverse county (58% African American, 36% European American; 51% females). Results indicated that adolescents who had declines in behavioral and emotional engagement with school tended to engage in increased delinquency and substance use over time. There were bidirectional associations between behavioral and emotional engagement in school and youth problem behaviors over time. Finally, lower behavioral and emotional engagement and greater problem behaviors predicted greater likelihood of dropping out of school.
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通讯作者：
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