Studying early adolescents' academic motivation, social-emotional functioning, and engagement in learning: Variable- and person-centered approaches

被引：89

作者：

Roeser, RW ^{[1
]}

Strobel, KR ^{[1
]}

Quihuis, G ^{[1
]}

机构：

[1] Stanford Univ, Sch Educ, Stanford, CA 94305 USA

来源：

ANXIETY STRESS AND COPING | 2002年 / 15卷 / 04期

关键词：

adolescence; academic motivation; mental health; middle school; person-centered analyses;

D O I：

10.1080/1061580021000056519

中图分类号：

Q189 [神经科学];

学科分类号：

071006 ;

摘要：

This study used variable- and person-centered data analytic techniques to examine how early adolescents' academic motivation and social-emotional functioning were associated with their self-reported cognitive and behavioral engagement in the middle school classroom. Regression results showed that both motivational and mental health constructs contributed to the prediction of individual differences in classroom engagement. Person-centered analyses revealed between group variation in classroom engagement as a function of differing patterns of motivation and mental health among different subgroups of adolescents. Convergent and complementary information on these subgroups was provided by using two different grouping approaches. Findings are discussed in terms of broad patterns of promise or problems during early adolescence.

引用

页码：345 / 368

页数：24

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