Trajectories of school engagement during adolescence: implications for grades, depression, delinquency, and substance use.

By Yibing Li, R. Lerner. Developmental Psychology, 2011

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Citations in the corpus

Joint trajectories of behavioral, affective, and cognitive engagement in elementary school (2017, methodology): “Unfortunately, children’s ability to engage with such behavioral, affective, and cognitive demands vary greatly (Ladd, Buhs, & Seid, 2000; Li & Lerner, 2011).”
Authoritative School Climate and Student Academic Engagement, Grades, and Aspirations in Middle and High Schools (2016, background): “During early adolescence, many students experience a decline in their academic motivation and performance (Eccles, 2004; Eccles et al., 1993; Li and Lerner, 2011; Wigfield & Eccles, 2002).”
Multilevel Associations Between School-Wide Social–Emotional Learning Approach and Student Engagement Across Elementary, Middle, and High Schools (2018, background): “Primary among school-level factors shown to influence student engagement are the socioeconomic status of the student body, school size, and the racial/ethnic diversity of the student body (Johnson et al., 2001; Li & Lerner, 2011; Weiss, Carolan, & Baker-Smith, 2010).”
Parental involvement in education during middle school: Perspectives of ethnically diverse parents, teachers, and students (2018, background): “Students’ diminished school engagement during middle school and perceptions that school is irrelevant or boring (Li & Lerner, 2011; Woolley & Bowen, 2007) increases the importance of linking education to students’ future goals.”
The impact of non-cognitive skills on outcomes for young people. A literature review. (2013, background): “Based on evidence from longitudinal data, school engagement also has been associated with the prevention of antisocial behaviours, such as delinquency, school drop-out and substance use (Li, Zhang, et al., 2011); Wang & Eccles, 2012), and positive mental health (Li & Lerner, 2011).”
In Peer Matters, Teachers Matter: Peer Group Influences on Students’ Engagement Depend on Teacher Involvement (2017, background): “Second, engagement seems to offer some protection from developmentally risky behaviors, such as drop-out and delinquency (Fall & Roberts, 2012; Li & Lerner, 2011; Wang & Fredricks, 2014; Wang & Peck, 2013), especially during early and middle adolescence, when these behaviors are otherwise…”
Exploring the Ups and Downs of Mathematics Engagement in the Middle Years of School (2015, background): “Socio-economic status (SES) is also significantly related to engagement and associated outcomes (Li & Lerner, 2011; Sirin, 2005).”
The role of parent, classmate, and teacher support in student engagement: Evidence from Ghana (2017, background): “…plays in facilitating student motivation, content retention, school adjustment, academic achievement, and behavior within school environments (Andrews and Duncan, 1997; Barber and Olsen, 2003; Guo et al., 2014; Li and Lerner, 2011; McCoy et al., 2013; Wang and Peck, 2013; Aunola et al., 2000).”
Study engagement and burnout profiles among Finnish higher education students (2017, background): “…display different patterns of academic and socioemotional functioning and that, in a minority of adolescents, adjustment problems in school appear to cluster (e.g., Archambault et al., 2009; Li & Lerner, 2011; Roeser & Peck, 2003; Roeser et al., 2002; Tuominen-Soini & Salmela-Aro, 2014).”
The Influence of Teacher and Peer Relationships on Students’ Classroom Engagement and Everyday Motivational Resilience (2014, background): “Engagement is also a protective factor that buffers students from a host of risky behaviors in adolescence, including truancy, gang involvement, delinquency, and risky sexual behavior (Connell, Spencer, & Aber, 1994; Janosz, Archambault, Morizot, & Pagani, 2008; Li & Lerner, 2011; Voelkl, 1997).”
Longitudinal and Contextual Associations Between Teacher–Student Relationships and Student Engagement (2017, background): “Furthermore, psychological engagement has been shown to be associated with improved academic outcomes (Finn & Rock, 1997), well-being (Li & Lerner, 2011), and long-term vocational opportunities (Abbott-Chapman et al., 2013).”
Racial Discrimination and African American Adolescents’ Adjustment: Gender Variation in Family and Community Social Support, Promotive and Protective Factors (2012, neutral): “Control Variables Given that previous studies have demonstrated associations between a range of sociodemographic factors and the variables of interest (Kogan et al. 2011; Li and Lerner 2011), this investigation controlled for adolescent age and self-reported grades.”