Thesis advisor: Jacqueline Lerner / Previous research has found higher levels of school engagement to be related to various positive outcomes such as higher academic achievement, higher levels of competence, lower depression, and better personal adjustment. Overall, there is strong evidence to suggest a broad positive association between school engagement and a variety of academic, social, and emotional outcomes. However, existing work has certain limitations and some important questions remain to be addressed. In an effort to address the limitations of previous research, this study aimed to establish the within and across time relationships between family and contextual variables and school engagement. The sample for this longitudinal study included 596 students who were part of the 4-H Study of Positive Youth Development. These students were first surveyed in the fifth grade and completed subsequent questionnaires in the 6th and 7th grade (44% male; 56% female). In addition to the CES-D, several scales were constructed from the broad array of measures used in the 4-H study. The goals of this research were to identify the within and across time family and contextual predictors of school engagement, the predictors of the emotional and cognitive outcomes that result when adolescents are engaged in school, and to determine whether school engagement acts as a mediator between the variables of school climate, teacher support and parental involvement and the outcomes of grades, perceived academic competence, depression, educational aspirations, and educational expectations. The effects of gender, SES, and race were also examined. Statistical tools including regression analysis and tests of mediation were used. The findings indicated that the predictors of school engagement varied for 5th, 6th, and 7th graders in this sample. The changing predictors of school engagement and thus, the ways in which school engagement mediated the relationships between family and contextual variables and developmental outcomes demonstrated the fluidity of the adolescent and their changing needs and influences. These findings also illustrated the value of the longitudinal design of this study. / Thesis (PhD) — Boston College, 2008. / Submitted to: Boston College. Lynch School of Education. / Discipline: Applied Developmental and Educational Psychology.
| Identifer | oai:union.ndltd.org:BOSTON/oai:dlib.bc.edu:bc-ir_101193 |
| Date | January 2008 |
| Creators | Hedvat, Atara Tatelman |
| Publisher | Boston College |
| Source Sets | Boston College |
| Language | English |
| Detected Language | English |
| Type | Text, thesis |
| Format | electronic, application/pdf |
| Rights | Copyright is held by the author, with all rights reserved, unless otherwise noted. |
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