Predictors of school engagement in foster children: A longitudinal study

Abstract

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High School Dropout Rates of Japanese Youth in Residential Care: An Examination of Major Risk Factors

“…The findings indicate that youths receiving short-term care were more likely to have problems in high school adaptation which was contrary to our hypothesis. In Western studies, strong evidence has been found for a positive relationship between placement stability and school engagement [12,25] which demonstrates that the instability of home placement and school changes can result in distress and adverse outcomes. In Japanese residential institutions, residential care is most common in out-of-home care systems, and children admitted at young ages often live in the same institutions for long periods without changing their care settings.…”

“…Regarding the third factor, although the duration of placement has lengthened-the average was 4.6 years in 2008 and 4.9 years in 2013 [14]-research has revealed that long-term group rearing negatively affects delays and maladaptation in pervasive domains [18]. These results contrast other studies on foster care youths which reported a positive correlation between school engagement and the duration of care due to the stability offered by extended care [12]. Accordingly, additional research is needed to clarify the connection between the duration of care and high school outcomes for Japanese youth in care.…”

“…Predictors of school engagement and disengagement have been relevant in prior research [12,13]. In this study, because of the characteristics of residential institutions in Japan, we focused on three main factors: (1) experience of child maltreatment; (2) presence of mental or physical disabilities; and (3) the period of admittance into residential institutions.…”

Foster Parent Stress as Key Factor Relating to Foster Children’s Mental Health: A 1-Year Prospective Longitudinal Study

“…Additionally, seven items deal with 'other discipline practices', which do not form a scale but give additional information on parenting on an item by item basis. For the current study we combined the first two scales (i.e., positive involvement and positive discipline) and the other three scales (poor monitoring and supervision, inconsistency, corporal punishment) into two new scales which reflect positive and negative parenting (Goemans et al 2018b). With respect to the psychometric properties, previous research has shown the APQ to be a valid questionnaire to identify different styles of parenting (Dadds et al 2003; Elgar et al…”

Not Academic Enough? Enjoyment of Physical Education and the Arts and School Engagement in Early and Middle Adolescence (¿Suficientemente académico? Disfrute de la Educación Física y las Artes e implicación del estudiante con la escuela en la adolescenci

“…Fecha de aceptación: 13-11-18 Enrique Garcia Bengoechea Enrique.Garcia@ul.ie reviewed evidence indicating that increasing physical activity during school hours has the potential to improve school engagement in young people. In addition, perfectionism has been linked to school engagement in adolescence (Damian, Stoeber, Negru-Subtirica, & Bãban, 2017), while positive peer relationships have been found to improve school engagement in at-risk adolescents (Moses & Villodas, 2017), and characteristics related to demographics, school functioning, children, and families predicted levels of school engagement of children in foster care (Goemans, van Geel, Wilderjans, van Ginkel, &Vedder, 2018).…”