Social Support and Academic Engagement Among Reconnected Youth: Adverse Life Experiences as a Moderator.
| Autor: | Pan J; Tufts University., Zaff JF; Boston University., Donlan AE; University of Maryland. |
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| Jazyk: | angličtina |
| Zdroj: | Journal of research on adolescence : the official journal of the Society for Research on Adolescence [J Res Adolesc] 2017 Dec; Vol. 27 (4), pp. 890-906. Date of Electronic Publication: 2017 May 26. |
| DOI: | 10.1111/jora.12322 |
| Abstrakt: | Using motivational theories of engagement and adopting a multidimensional perspective of academic engagement, the authors investigate the associations among teacher and parent support, students' academic self-efficacy, and academic engagement among a sample of reconnected youth who have returned to academic pursuit after dropping out (N = 938, mean age = 16.50, SD = 1.78). In addition, they examine how youth's adverse life experiences moderate the pathways in this model, an analysis notably missing from much of the academic engagement literature. They find that students' academic self-efficacy mediates parent and teacher support and youth academic engagement. Moreover, participants' adverse life experiences moderate the connections among perceived support from parents, academic self-efficacy, and academic engagement. Implications for practice and future directions are discussed. (© 2017 The Authors. Journal of Research on Adolescence © 2017 Society for Research on Adolescence.) |
| Databáze: | MEDLINE |
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