Adolescent Behavioral, Affective, and Cognitive Engagement in School: Relationship to Dropout
Adolescent Behavioral, Affective, and Cognitive Engagement in School: Relationship to Dropout
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DOI：
10.1111/j.1746-1561.2009.00428.x
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发表时间：
2009-09-01
影响因子：
2.2
通讯作者：
Pagani, Linda
中科院分区：
文献类型：
--
作者：
Archambault, Isabelle;Janosz, Michel;Pagani, Linda
背景高中辍学是一个重要的公共卫生问题。这项研究评估了高中学生参与度的 3 个不同维度，并研究了此类经历的性质和过程与后来的辍学之间的关系。方法我们对来自魁北克省（加拿大）69 所高中的 13,330 名学生（44.7% 男孩）进行了问卷调查。在连续三年的高中期间，学生向学校报告他们的行为、情感和认知参与度。有关后来辍学状况的信息是通过官方记录获得的。 结果 尽管许多青少年在高中时仍然高度投入，但三分之一的青少年报告了变化，特别是规则遵守率、对学校的兴趣和学习意愿的下降。报告从高中开始就参与度较低或行为投资显着下降的学生，后期辍学的风险较高。 结论 以学校为基础的干预措施应解决高中经历的多个方面，以帮助青少年成功完成基础教育。创造积极的社会情感学习环境可以保证青少年取得更好的成绩，进而有助于形成更健康的生活方式。
BACKGROUNDHigh school dropout represents an important public health issue. This study assessed the 3 distinct dimensions of student engagement in high school and examined the relationships between the nature and course of such experiences and later dropout.METHODSWe administered questionnaires to 13,330 students (44.7% boys) from 69 high schools in the province of Quebec (Canada). During 3 consecutive high school years, students reported their behavioral, emotional, and cognitive engagement to school. Information on later dropout status was obtained through official records.RESULTSAlthough many adolescents remained highly engaged in high school, one third reported changes, especially decreases in rule compliance, interest in school, and willingness to learn. Students reporting low engagement or important decrements in behavioral investment from the beginning of high school presented higher risks of later dropout.CONCLUSIONSchool-based interventions should address the multiple facets of high school experiences to help adolescents successfully complete their basic schooling. Creating a positive social-emotional learning environment promises better adolescent achievement and, in turn, will contribute to a healthier lifestyle.