Adolescent educational success and mental health vary across school engagement profiles.
The present study used multidimensional and person-centered approaches to identify subgroups of adolescents characterized by unique patterns of behavioral, emotional, and cognitive engagement and examined whether adolescent developmental outcomes varied as a function of different combinations of engagement components. Data were collected on 1,025 youths (57% African American, 43% European American; 53% female, 47% male). Five profiles of student engagement in school were identified: Highly Engaged, Moderately Engaged, Minimally Engaged, Emotionally Disengaged, and Cognitively Disengaged. These 5 groups differed in their educational and psychological functioning. The study not only provides empirical evidence supporting the multifaceted nature of school engagement but also demonstrates its utility relative to educational success and mental health. Considering the multiple dimensions of student engagement simultaneously from a person-centered perspective promises a useful approach for addressing sample heterogeneity and understanding different patterns of school engagement and their consequences.
School of Education, Department of Applied Developmental Psychology, University of Pittsburgh 15260, USA. mtwang@pitt.edu
Ming-Te
MT
Wang
Stephen C
SC
Peck
D000124:Achievement; D000293:Adolescent; D000294:Adolescent Behavior / Q000523:psychology*; D004522:Educational Status; D005260:Female; D006801:Humans; D008297:Male; D008603:Mental Health; D012574:Schools; D013334:Students / Q000523:psychology*; D011795:Surveys and Questionnaires