Why children differ in classroom engagement: Insights from a prospective longitudinal cohort of elementary school students

This study investigates how individual-level factors contribute to classroom engagement variations of boys and girls across the elementary school years. Classroom was assessed four times between ages 7 12 years in a large, representative population-based sample (N = 877) using latent growth modeling. Predictors included sex child, family income, mother's educational attainment when child 5 months old, along with child's early receptive vocabulary, numeracy, motor attentional skills, motivation learn, internalizing externalizing behaviors measured at age 6 On average, progressively improved over time. Child vocabulary attention, intrinsic motivation, predicted initial levels engagement. also showed slower progression time skills were high. trend slightly different analyses conducted separately for girls. Girls higher fewer improvement throughout school, while did not significantly improve their Overall, these results suggest that several Children lower those displaying behavior may benefit from additional help boost