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Using motivational theories of engagement and adopting a multidimensional perspective of academic engagement, the authors investigate the associations among teacher and parent support, students' academic self-efficacy, and academic engagement among a sample of reconnected youth who have returned to academic pursuit after dropping out (N = 938, mean age = 16.50, SD = 1.78). In addition, they examine how youth's adverse life experiences moderate the pathways in this model, an analysis notably missing from much of the academic engagement literature. They find that students' academic self-efficacy mediates parent and teacher support and youth academic engagement. Moreover, participants' adverse life experiences moderate the connections among perceived support from parents, academic self-efficacy, and academic engagement. Implications for practice and future directions are discussed.

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Self‐control may act as a protective factor against the development of internalizing and externalizing problems among adolescents. However, little research has examined how self‐control functions within and across different types of communities. Using two cohorts from the Project on Human Development in Chicago Neighborhoods (N = 1,072; 51.40% female), we examined how self‐control and neighborhood characteristics were independently and jointly associated with these behaviors. Using latent profile analysis, we categorized neighborhoods based on several characteristics known to be associated with youth outcomes, including violence, concentrated disadvantage, and collective efficacy. Then we examined how self‐control was associated with youth internalizing and externalizing problems within and across neighborhoods. Results suggest that self‐control was a protective feature in only some types of disadvantaged and dangerous neighborhoods. We discuss findings in terms of implications for programs and policies to support youth mental health.

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