Student school engagement, or the person-environment fit between a student and the student’s school, is a construct that has received increasing attention in the school psychology literature in recent years. However, little research has examined this construct among lesbian, gay, bisexual, transgender, queer and questioning (LGBTQ) students or analyzed whether factors such as access to safe adu...

a r t i c l e i n f o This study compared perceptions of school connectedness to traditional community schools and residential treatment center (RTC) schools for youths between the ages of 12 and 18 receiving treatment within two RTCs. The influence of gender, report card grades, and engagement in treatment were also examined in relation to school connectedness in the RTC schools. Findings indi...

The present study takes a motivational perspective that views youths' educational and career engagement as influential and potentially competing for the same motivational resources in the transition to adulthood. We investigated whether motivational engagement with educational and career goals in the year after high-school graduation was differentially associated with educational, career-relate...

Engagement in school and self-concept are two main constructs to explain the school adjustment. To understand how engagement might change during adolescence, we analyzed early and middle adolescents’ engagement in school (cognitive, affective, behavioural, and personal agency) as a function of their level of self-concept. Participants were 685 adolescents, 296 males (43.2%) and 389 females betw...

Engaged students tend to show school-committed behaviors (e.g., attend classes, get involved with the learning process), high achievement, and sense of belonging. However, students with disabilities are prone to show a lack of engagement with school due to the specific difficulties they have to handle. In fact, children with disabilities are likely to show poor participation in school when comp...

Using longitudinal data from the 4-H Study of Positive Youth Development, the authors assessed 1,977 adolescents across Grades 5 to 8 to determine if there were distinctive developmental paths for behavioral and emotional school engagement; if these paths varied in relation to sex, race/ethnicity, and family socioeconomic status (SES); and whether links existed between trajectories of school en...

We examine the relationship between children's kindergarten attention skills and developmental patterns of classroom engagement throughout elementary school in disadvantaged urban neighbourhoods. Kindergarten measures include teacher ratings of classroom behavior, direct assessments of number knowledge and receptive vocabulary, and parent-reported family characteristics. From grades 1 through 6...

The present study used multidimensional and person-centered approaches to identify subgroups of adolescents characterized by unique patterns of behavioral, emotional, and cognitive engagement and examined whether adolescent developmental outcomes varied as a function of different combinations of engagement components. Data were collected on 1,025 youths (57% African American, 43% European Ameri...

Engagement is being widely recognised as critical to the learning process. Either formally or informally this term arises during most discussions about learning, especially when ICT is being used to enhance learning environments. While suggestions abound for ways of using ICT in learning to increase engagement, few of these reports offer means for recognising and measuring engagement. This pape...

Raising public awareness of the need to use antibiotics appropriately is a major focus of the UK Government's strategy to tackle antimicrobial resistance. To investigate the public's views on antibiotic use and resistance we conducted a survey of 120 people as part of patient engagement activities held at University College London Hospital in June 2015.