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Student Engagement in Elementary School: Profiles and Associated Characteristics

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Title: Student Engagement in Elementary School: Profiles and Associated Characteristics
Language: English
Authors: Brian Johnson, Amy L. Reschly, Roy P. Martin, Christopher Pinzone, James J. Appleton
Source: Journal of Education for Students Placed at Risk. 2024 29(2):83-104.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 22
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Early Childhood Education
Grade 3
Primary Education
Descriptors: Elementary School Students, Grade 3, Learner Engagement, Student Characteristics, Learning, Affective Behavior, Attendance, Dropouts, Gender Differences, Student Behavior
DOI: 10.1080/10824669.2022.2112196
ISSN: 1082-4669
1532-7671
Abstract: Theories of student engagement for dropout and school completion are proposed to begin as early as age five. Student engagement in elementary-age students has been linked to school completion, post-secondary education, and achievement. However, there is little research examining patterns and profiles of student engagement in this population. In an effort to provide more individualized support and intervention, work in the field of student engagement has begun to examine profiles of student engagement and disengagement or disaffection. This study explored the identification of distinguishable groups based on student engagement in a sample of third-grade students and those groups' associations with demographic and outcome variables. Consistent with findings of research with older students, four distinct profiles of student engagement were found for males and females: Engaged, Cognitively/Affectively Disengaged, Behaviorally Disengaged, Disaffected. An additional class characterized by high absences was found for males. Demographic characteristics were associated with cluster attributes for males (Free or Reduced Lunch, special education, English Learner, and race-ethnicity) and female (El status). Cluster affiliation was significantly associated with seventh grade Math and Language Arts grades for both males and females and absences for males. Implications and future directions for research are discussed. The findings from the current study indicate there are discernible classes of student engagement and disengagement that can be identified as early as the third grade. These results may aid in the early identification of those at risk for dropping out of school and more effectively link students to targeted early interventions.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1424040
Database: ERIC
FullText Text:
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  Data: Student Engagement in Elementary School: Profiles and Associated Characteristics
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  Data: <searchLink fieldCode="AR" term="%22Brian+Johnson%22">Brian Johnson</searchLink><br /><searchLink fieldCode="AR" term="%22Amy+L%2E+Reschly%22">Amy L. Reschly</searchLink><br /><searchLink fieldCode="AR" term="%22Roy+P%2E+Martin%22">Roy P. Martin</searchLink><br /><searchLink fieldCode="AR" term="%22Christopher+Pinzone%22">Christopher Pinzone</searchLink><br /><searchLink fieldCode="AR" term="%22James+J%2E+Appleton%22">James J. Appleton</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Education+for+Students+Placed+at+Risk%22"><i>Journal of Education for Students Placed at Risk</i></searchLink>. 2024 29(2):83-104.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Y
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  Data: 22
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  Data: 2024
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Characteristics%22">Student Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Affective+Behavior%22">Affective Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Attendance%22">Attendance</searchLink><br /><searchLink fieldCode="DE" term="%22Dropouts%22">Dropouts</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink>
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  Data: 10.1080/10824669.2022.2112196
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  Data: 1082-4669<br />1532-7671
– Name: Abstract
  Label: Abstract
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  Data: Theories of student engagement for dropout and school completion are proposed to begin as early as age five. Student engagement in elementary-age students has been linked to school completion, post-secondary education, and achievement. However, there is little research examining patterns and profiles of student engagement in this population. In an effort to provide more individualized support and intervention, work in the field of student engagement has begun to examine profiles of student engagement and disengagement or disaffection. This study explored the identification of distinguishable groups based on student engagement in a sample of third-grade students and those groups' associations with demographic and outcome variables. Consistent with findings of research with older students, four distinct profiles of student engagement were found for males and females: Engaged, Cognitively/Affectively Disengaged, Behaviorally Disengaged, Disaffected. An additional class characterized by high absences was found for males. Demographic characteristics were associated with cluster attributes for males (Free or Reduced Lunch, special education, English Learner, and race-ethnicity) and female (El status). Cluster affiliation was significantly associated with seventh grade Math and Language Arts grades for both males and females and absences for males. Implications and future directions for research are discussed. The findings from the current study indicate there are discernible classes of student engagement and disengagement that can be identified as early as the third grade. These results may aid in the early identification of those at risk for dropping out of school and more effectively link students to targeted early interventions.
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        Value: 10.1080/10824669.2022.2112196
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      – Text: English
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      Pagination:
        PageCount: 22
        StartPage: 83
    Subjects:
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Grade 3
        Type: general
      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: Student Characteristics
        Type: general
      – SubjectFull: Learning
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      – SubjectFull: Affective Behavior
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      – SubjectFull: Attendance
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      – SubjectFull: Dropouts
        Type: general
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Student Behavior
        Type: general
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      – TitleFull: Student Engagement in Elementary School: Profiles and Associated Characteristics
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