学生参与度
结构方程建模
心理学
健康心理学
背景(考古学)
积极的青年发展
学业成绩
比例(比率)
发展心理学
社会参与
社会认知理论
社会心理学
公共卫生
数学教育
统计
物理
生物
社会学
古生物学
护理部
医学
量子力学
社会科学
数学
作者
Ashlee L. Sjogren,Sharon Zumbrunn,Michael Broda,Christine L. Bae,Nancy L. Deutsch
摘要
Though student engagement is hypothesized to be a factor in explaining student level differences in afterschool programs, the measurement of student engagement in this context is inconsistent, and findings from the small number of studies about how engagement impacts developmental and academic outcomes are mixed. In this study, we tested the factor structure of Wang and colleagues' school engagement scale with a sample of middle school students (N = 197) who attended an afterschool program in an urban setting. Results suggest that a bifactor model of engagement best fits the data, meaning that engagement consists of four specific factors (affective, behavioral, cognitive, social) and a global factor. We then used structural equation modeling to examine the relationship between engagement, academic outcomes, and positive youth development (PYD). Results also showed positive associations with student mathematics achievement and PYD, but no significant associations were found between engagement and English achievement. This study provides a theoretically aligned way to measure engagement and evidence to support engagement as a key factor in predicting youth outcomes in an out-of-school context.
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