The DOI matches its Crossref record; 9 of the 9 references it cites were found in a registry or an index.
Continuity and change in early school engagement: Predictive of children's achievement trajectories from first to eighth grade?
Open accessAbstract
Premises about the effects of early engagement on achievement were investigated with 383 children who were followed from ages 5.5 to 13.5. Change and continuity in behavioral (cooperative-resistant classroom participation) and emotional (school liking-avoidance) engagement were assessed during Grades 1-3 and examined within variable- and person-oriented analyses as antecedents of scholastic progress from Grades 1-8. Findings corroborated the premises that change as well as continuity in early school engagement is predictive of children's long-term scholastic growth. Compared to children who participated cooperatively in classrooms, those who became increasingly resistant across the primary grades displayed lesser scholastic growth. Among children who manifested enduring engagement patterns, those who exhibited a combination of higher behavioral and emotional engagement across the primary grades made greater academic progress than those who displayed lower levels of these two forms of engagement. Overall, the results of this investigation were consistent with the school engagement hypothesis, and extend what is known about the predictive contributions of early school engagement to children's achievement.
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Cites
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Rubin, D. B. (1987) · Wiley Series in Probability and Statistics · doi:10.1002/9780470316696 · Cited by 20,701
School Engagement: Potential of the Concept, State of the Evidence
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Self-citationInstructional Discourse, Student Engagement, and Literature Achievement
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Cited by
Agency as a fourth aspect of students’ engagement during learning activities
Reeve, J., & Tseng, C.-M. (2011) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2011.05.002 · Cited by 1,618
A Self-determination Theory Perspective on Student Engagement
Reeve, J. (2012) · Handbook of Research on Student Engagement · doi:10.1007/978-1-4614-2018-7_7 · Cited by 1,650
Reeve, J. (2013) · Journal of Educational Psychology · doi:10.1037/a0032690 · Cited by 1,157
Student Engagement: What Is It? Why Does It Matter?
Finn, J. D., & Zimmer, K. S. (2012) · Handbook of Research on Student Engagement · doi:10.1007/978-1-4614-2018-7_5 · Cited by 1,139
Measuring student engagement in technology-mediated learning: A review
Henrie, C. R., Halverson, L. R., & Graham, C. R. (2015) · Computers & Education · doi:10.1016/j.compedu.2015.09.005 · Cited by 1,010
Metadata
- Authors
- Ladd, G. W., & Dinella, L. M.
- Venue
- Journal of Educational Psychology
- Published
- 2009-02
- Volume
- 101
- Issue
- 1
- Pages
- 190-206
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- OpenAlex
- W2085473198
- Cited by
- 528
- References
- 9
- FWCI
- 81.69
- Type
- journal article
- Language
- en
- Open access
- green
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
