Trajectories of school engagement during adolescence: Implications for grades, depression, delinquency, and substance use.

Li, Yibing; Lerner, Richard M.

doi:10.1037/a0021307

Cited by 568 publications

(549 citation statements)

References 68 publications

(89 reference statements)

Supporting

Mentioning

484

Contrasting

Unclassified

Order By: Relevance

“…In the present data, in Grade 2 dyslexia was as prevalent among boys and as it was among girls, whereas in grade 8, 65% of the dyslexic adolescents were male. One explanation is that girls are more motivated to do schoolwork (Li & Lerner, 2011) and to read. Our related finding of no group differences in the amount of book reading, however, does not support the link between book reading and skill development.…”

Section: Discussionmentioning

confidence: 99%

Late-Emerging and Resolving Dyslexia: A Follow-Up Study from Age 3 to 14

Torppa

Eklund

Bergen

et al. 2015

J Abnorm Child Psychol

102

View full text Add to dashboard Cite

Section: Discussionmentioning

confidence: 99%

Late-Emerging and Resolving Dyslexia: A Follow-Up Study from Age 3 to 14

Torppa

Eklund

Bergen

et al. 2015

J Abnorm Child Psychol

102

View full text Add to dashboard Cite

“…Lower involvement also seems to be associated with families with low socio-economic status and poor social support (Li & Lerner, 2011).…”

Section: Introductionmentioning

confidence: 99%

“…Over the last decades the concept of students' involvement in school has raised the interest of researchers and is considered an important factor in academic success and reducing school dropout rates as well as in developmental and behavioural adjustment, particularly in improving students' social-affective and cognitive skills (Fernández-Zabala, Goñi, Camino, & Zulaika, 2015;Li, & Lerner, 2011). Despite some difficulty finding consensus on the definition of the concept, we have found a multitude of studies on the subject, in the national and international literature (Kindermann, 2007;Sinclair, Christenson, Lehr & Anderson, 2003;Veiga, 2010;Zepke Leach & Butler, 2010).…”

Section: Introductionmentioning

confidence: 99%

Students’ Involvement in School and Parental Support: Contributions to the Socio-Educational Intervention

Felizardo¹,

Cantarinha²,

Alves³

et al. 2016

European Proceedings of Social &Amp; Behavioural Sciences

View full text Add to dashboard Cite

Student involvement in the school and the perception of parental support are core variables in the context of studies on personal and school adjustment of children and adolescents and should be considered in the context of socio-educational intervention. In this study, we formulated the following objectives: i) to understand the differences in students' involvement in school and the perception of parental support, according to several sociodemographic and school variables, ii) to analyse the relationship between involvement and the perception of parental support iii) to outline socio-educational intervention strategies in the contexts of children's lives. This is a non-experimental, correlational and cross-sectional study by means of a non-probabilistic convenience sample consisting of 150 children, aged between 10 and 16 years, attending the 2 nd and 3 rd cycles basic education [5 th -9 th years of schooling] attending a school in the central region of Portugal. The data collection instruments were "Students' Engagement in School: a Four-Dimensional Scale -SES-4DS" (Veiga 2013(Veiga , 2016, the "Perceived Parental Support Scale" (Veiga, 2011) and a part with socio-demographic and school questions was added. We found significant differences in overall (and partial) amounts of student involvement and the perception of parental support, depending on the age, gender (in agency and behaviour subscales), school difficulties/retentions and methods of study (time, a place to study and a study schedule). We also found positive and significant relationships between student involvement and perception of parental support. The results are in line with the scientific literature in the field, which highlights the key role of the variables, student involvement and perception of parental support in the academic and psychosocial adjustment of young people. These should be considered in the context of socio-educational intervention. Given the above, we present areas and action strategies promoting parent and student involvement in the educational process.

show abstract

“…Entre dichas cualidades sobresale la implicación escolar (school engagement), variable que es identificada como un elemento crucial para el desarrollo psicosocial y el éxito académico (Motti-Stefadini y Masten, 2013;Ramos-Díaz, Rodríguez-Fernández, Fernández-Zabala, Revuelta, y Zuazagoitia, 2016). Concretamente, en el periodo de la adolescencia la implicación del estudiante con la escuela adopta un significado fundamental en la comprensión del comportamiento saludable (Li y Lerner, 2011). El constructo de implicación escolar no cuenta con una acotación conceptual uní-voca y es debatido por los investigadores (Appleton, Christenson, y Furlong, 2008;Lawson y Lawson, 2013), si bien puede definirse como el grado en que el alumnado se compromete con la escuela y está motivado para aprender (Simons-Morton y Chen, 2009), es decir, es un meta-constructo que incluye tres dimensiones: cognitiva, emocional y conductual (Appleton, 2012;Fredricks, Blumenfeld, y Paris, 2004;Glanville y Wildhagen, 2007;González y Verónica-Paoloni, 2014;Veiga, Burden, Appleton, Céu, y Galvao, 2014).…”

unclassified