Continuity and Change in Early School Engagement: Predictive of Children's Achievement Trajectories from First to Eighth Grade?
Continuity and Change in Early School Engagement: Predictive of Children's Achievement Trajectories from First to Eighth Grade?
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DOI：
10.1037/a0013153
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发表时间：
2009-02-01
影响因子：
4.9
通讯作者：
Dinella, Lisa M.
中科院分区：
文献类型：
--
作者：
Ladd, Gary W.;Dinella, Lisa M.
关键词：
研究人员对383名儿童进行了早期参与对成就影响的研究，这些儿童的年龄从5.5岁到13.5岁。在1-3年级的行为（合作阻力的课堂参与）和情感（学校喜欢回避）参与的变化和连续性进行了评估，并在变量和以人为本的分析从1-8年级的学业进步的前因。研究结果证实的前提下，变化以及在早期学校参与的连续性是预测儿童的长期学业成长。与在课堂上合作参与的儿童相比，那些在小学各年级变得越来越抗拒的儿童表现出较低的学业增长。在表现出持久参与模式的儿童中，那些在小学各年级表现出较高行为和情感参与的儿童比那些表现出较低这两种参与水平的儿童取得了更大的学业进步。总体而言，这项调查的结果与学校参与假设是一致的，并扩展了已知的早期学校参与对儿童成绩的预测贡献。
Premises about the effects of early engagement on achievement were investigated with 383 children who were followed from ages 5.5 to 13.5. Change and continuity in behavioral (cooperative-resistant classroom participation) and emotional (school liking-avoidance) engagement were assessed during Grades 1–3 and examined within variable- and person-oriented analyses as antecedents of scholastic progress from Grades 1–8. Findings corroborated the premises that change as well as continuity in early school engagement is predictive of children’s long-term scholastic growth. Compared to children who participated cooperatively in classrooms, those who became increasingly resistant across the primary grades displayed lesser scholastic growth. Among children who manifested enduring engagement patterns, those who exhibited a combination of higher behavioral and emotional engagement across the primary grades made greater academic progress than those who displayed lower levels of these two forms of engagement. Overall, the results of this investigation were consistent with the school engagement hypothesis, and extend what is known about the predictive contributions of early school engagement to children’s achievement.
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