Assessing the links between emotional and behavioral school engagement and academic outcomes among high school students.

다국어 초록 (Multilingual Abstract)

In this research investigation I examined the relationship between emotional and behavioral school engagement and academic performance among high school students. This study also investigated the association between emotional and behavioral school engagement across high school.
Data from three waves of the National Educational Longitudinal Study:1988 (n = 11,629) were used to examine two specific, fundamental questions. First, how do students' emotional and behavioral school engagement predict their grades (i.e., GPA) and standardized test scores in reading and math? Second, to what extent is the association between emotional and behavioral school engagement reciprocal?.
In cross-sectional analyses, emotional and behavioral school engagement were significantly associated with current or short term academic outcomes. In longitudinal analyses, only behavioral school engagement had effects on long term academic outcomes, over and above the effects of prior academic performance and social demographic characteristics.
There was little evidence that emotional and behavioral school engagement were associated through a reciprocal relationship. Previous academic performance was by and large, the consistent predictor of emotional and behavioral school engagement.
The findings are discussed in the context of their contribution to the development of a comprehensive conceptual framework for school engagement. In addition, the potential implications of these results for education policy and practice are also considered.