Home About us Contact
|
Home About us Contact | ||
|
|
||
School Engagement (school + engagement)
Selected AbstractsSchool Engagement Trajectories and Their Differential Predictive Relations to DropoutJOURNAL OF SOCIAL ISSUES, Issue 1 2008Michel Janosz Although most theories draw upon the construct of school engagement in their conceptualization of the dropout process, research addressing its hypothesized prospective relation with dropout remains scarce and does not account for the academic and social heterogeneity of students who leave school prematurely. This study explores the reality of different life-course pathways of school engagement and their predictive relations to dropout. Using an accelerated longitudinal design, we used growth mixture modeling to generate seven distinct trajectories of school engagement with 12- to 16-year-old students (N = 13,300). A vast majority of students were classified into three stable trajectories, distinguishing themselves at moderate to very high levels of school engagement. We refer to these as developmentally normative pathways in light of their frequent occurrence and stability. Although regrouping only one-tenth of participants, four other nonnormative (or unexpected pathways) accounted for the vast majority of dropouts. Dropout risk was closely linked with unstable pathways of school engagement. We conclude by debating the delicate investment balance between universal strategies and more selective and differentiated strategies to prevent dropout. We also discuss the need to better understand why, within normative trajectories, some students with high levels of school engagement drop out of school. [source] Understanding resilience in educational trajectories: Implications for protective possibilitiesPSYCHOLOGY IN THE SCHOOLS, Issue 1 2006Gale M. Morrison A growing body of literature on risk and resilience, school engagement, and positive psychology offers school psychologists new perspectives with which to consider students' progress through school. This literature emphasizes the importance of monitoring student internal and external assets. In this article, a framework is reviewed that highlights student strengths and contextual protective factors, moving beyond an exclusive focus on student deficits. It offers school psychologists a systematic set of empirically derived categories for thinking about, collecting, and presenting information about the strengths of students that (a) help to focus not only on risks but on protective factors, (b) facilitate a "developmental trajectory" perspective, and (c) recognize the role of important school, peer, and family contexts. The concepts reviewed in this article are intended to provide a template for use by school psychologists interested in thinking about student development and how schools can foster protective possibilities. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 19,31, 2006. [source] Biological Sensitivity to Context: The Interactive Effects of Stress Reactivity and Family Adversity on Socioemotional Behavior and School ReadinessCHILD DEVELOPMENT, Issue 1 2010Jelena Obradovi This study examined the direct and interactive effects of stress reactivity and family adversity on socioemotional and cognitive development in three hundred and thirty-eight 5- to 6-year-old children. Neurobiological stress reactivity was measured as respiratory sinus arrhythmia and salivary cortisol responses to social, cognitive, sensory, and emotional challenges. Adaptation was assessed using child, parent, and teacher reports of externalizing symptoms, prosocial behaviors, school engagement, and academic competence. Results revealed significant interactions between reactivity and adversity. High stress reactivity was associated with more maladaptive outcomes in the context of high adversity but with better adaption in the context of low adversity. The findings corroborate a reconceptualization of stress reactivity as biological sensitivity to context by showing that high reactivity can both hinder and promote adaptive functioning. [source] Effects of Earnings-Supplement Policies on Adult Economic and Middle-Childhood Outcomes Differ for the "Hardest to Employ"CHILD DEVELOPMENT, Issue 5 2003Hirokazu Yoshikawa Data from the Minnesota Family Investment Program and the New Hope demonstration were used to determine whether experimental effects of antipoverty policies differ by parents' risk for nonemployment. Using propensity score analysis, increases in employment and income were largest in the harder-to-employ halves of both samples. However, only children in the moderately hard-to-employ quartiles (50th to 75th percentile) consistently showed improvements in school and behavior outcomes. The very-hardest-to-employ 25% experienced decreases in school engagement, and increases in aggressive behaviors, despite substantial increases in parental employment and income. In this group, increases in maternal depression, reductions in regular family routines, and smaller increases in job stability and center-based child care occurred. These factors may have counteracted the potential benefits of increased income on children. [source] | ||||||||||