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Joint trajectories of behavioral, affective, and cognitive engagement in elementary school.

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Title: Joint trajectories of behavioral, affective, and cognitive engagement in elementary school.
Authors: Archambault, Isabelle (AUTHOR), Dupéré, Véronique (AUTHOR)
Source: Journal of Educational Research. 2017, Vol. 110 Issue 2, p188-198. 11p. 3 Charts, 1 Graph.
Subjects: Student attitudes, Third grade (Education), Sixth grade (Education), Teacher attitudes, Student participation
Abstract: The aim of the present study was to model student trajectories of behavioral, affective, and cognitive engagement from Grade 3 to Grade 6. The authors also examined whether teachers perceptions could predict student trajectory membership. The authors collected data from a sample of 831 students and 152 teachers. Using multiple-process growth mixture modeling, they identified 5 distinct trajectories of student engagement. Although a large majority of children presented a stable and high level of engagement on the three dimensions over time, more than one third of them showed a lower or changing level of engagement as the years progressed. These students were more likely to be boys and to be perceived by teachers as being less engaged. They also present more learning or behavioral problems and share less positive relationships with teachers. The results support the need to consider group-based differences when designing and adapting prevention and intervention strategies to favor student engagement. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Joint trajectories of behavioral, affective, and cognitive engagement in elementary school.
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  Data: <searchLink fieldCode="AR" term="%22Archambault%2C+Isabelle%22">Archambault, Isabelle</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Dupéré%2C+Véronique%22">Dupéré, Véronique</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Educational+Research%22">Journal of Educational Research</searchLink>. 2017, Vol. 110 Issue 2, p188-198. 11p. 3 Charts, 1 Graph.
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  Data: <searchLink fieldCode="DE" term="%22Student+attitudes%22">Student attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Third+grade+%28Education%29%22">Third grade (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Sixth+grade+%28Education%29%22">Sixth grade (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+attitudes%22">Teacher attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Student+participation%22">Student participation</searchLink>
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  Data: The aim of the present study was to model student trajectories of behavioral, affective, and cognitive engagement from Grade 3 to Grade 6. The authors also examined whether teachers perceptions could predict student trajectory membership. The authors collected data from a sample of 831 students and 152 teachers. Using multiple-process growth mixture modeling, they identified 5 distinct trajectories of student engagement. Although a large majority of children presented a stable and high level of engagement on the three dimensions over time, more than one third of them showed a lower or changing level of engagement as the years progressed. These students were more likely to be boys and to be perceived by teachers as being less engaged. They also present more learning or behavioral problems and share less positive relationships with teachers. The results support the need to consider group-based differences when designing and adapting prevention and intervention strategies to favor student engagement. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/00220671.2015.1060931
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        Text: English
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        PageCount: 11
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      – SubjectFull: Student attitudes
        Type: general
      – SubjectFull: Third grade (Education)
        Type: general
      – SubjectFull: Sixth grade (Education)
        Type: general
      – SubjectFull: Teacher attitudes
        Type: general
      – SubjectFull: Student participation
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      – TitleFull: Joint trajectories of behavioral, affective, and cognitive engagement in elementary school.
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              Text: 2017
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