Academic Achievement in the High School Years: The Changing Role of School Engagement

Abstract

School engagement is an important theoretical and practical cornerstone to the promotion of academic accomplishments. This article used a tripartite-behavioral, emotional, and cognitive-model of school engagement to assess the relationship between school engagement and academic success among high school students, and to determine whether a reciprocal relationship exists between these constructs. Data were derived from 710 youth (69% female) who took part in Waves 6 through 8 (Grades 10 through 12) of the 4-H study of positive youth development. Longitudinal confirmatory factor analyses confirmed the invariance of the tripartite model of school engagement. Results of a structural equation model showed that the components of school engagement and academic achievement were mutually predictive and that these predictions varied from grade to grade. Future possibilities for evaluating the relationship between school engagement and academic achievement, as well as the implications for educational policy and practice, are discussed.

High self-control protects the link between social support and positivity ratio for Israeli students exposed to contextual risk

“…Therefore, future studies should use a more overt indicator of individual, familial, and societal-environmental risk factors. For example, individual risk factors can be measured in terms of academic achievement and school engagement (Chase, Hilliard, John Geldhof, Warren, & Lerner, 2014) as well as psychopathology, sensation seeking, and risk behavior (Zuckerman & Kuhlman, 2000). Familial risk factors can be measured in terms of parental illness (Lopez-Duran, Kuhlman, George, & Kovacs, 2013), divorce (Tein, Sandler, Braver, & Wolchik, 2013), and family adaptability and cohesion (Hamama & Arazi, 2012).…”

The Indirect Effect of Ethnic Identity on Marijuana Use Through School Engagement: An African American High School Sample

“…School engagement describes a student’s behavioral, emotional, and cognitive commitment to schooling (Chase, Hilliard, Geldhof, Warrant, & Lerner; Fredricks & McColskey, 2014). It was assessed in terms of three subscales: School Preparation (behavioral engagement), Beliefs about School (cognitive engagement), and Enjoyment of Schoolwork (emotional engagement).…”

Interdependence of depressive symptoms, school involvement, and academic performance between adolescent friends: A dyadic analysis

“…Furthermore, higher school involvement exposes adolescents to more learning opportunities beyond the classroom, which in turn lead to increased academic skills. Indeed, research has consistently found that higher behavioural involvement (e.g., completing homework, attendance) and emotional involvement (e.g., feeling attached to school, close to teachers) were predictive of better grades (Chase, Hilliard, Geldhof, Warren, & Lerner, 2014;Finn & Rock, 1997).…”