Archambault Isabelle, Janosz Michel, Fallu Jean-Sébastien, Pagani Linda S
Ecole de Psychoéducation, Université de Montréal, C.P. 6128, Succ. Centre-ville, Montréal, Québec H3C 3J7, Canada.
J Adolesc. 2009 Jun;32(3):651-70. doi: 10.1016/j.adolescence.2008.06.007. Epub 2008 Aug 15.
Although the concept of school engagement figures prominently in most school dropout theories, there has been little empirical research conducted on its nature and course and, more importantly, the association with dropout. Information on the natural development of school engagement would greatly benefit those interested in preventing student alienation during adolescence. Using a longitudinal sample of 11,827 French-Canadian high school students, we tested behavioral, affective, cognitive indices of engagement both separately and as a global construct. We then assessed their contribution as prospective predictors of school dropout using factor analysis and structural equation modeling. Global engagement reliably predicted school dropout. Among its three specific dimensions, only behavioral engagement made a significant contribution in the prediction equation. Our findings confirm the robustness of the overall multidimensional construct of school engagement, which reflects both cognitive and psychosocial characteristics, and underscore the importance attributed to basic participation and compliance issues in reliably estimating risk of not completing basic schooling during adolescence.
尽管学校参与度这一概念在大多数辍学理论中占据显著地位，但关于其本质、发展过程，更重要的是与辍学之间的关联，却鲜有实证研究。了解学校参与度的自然发展情况，将使那些致力于预防青少年时期学生疏离感的人受益匪浅。我们以11827名法裔加拿大高中生为纵向样本，分别测试了参与度的行为、情感和认知指标，并将其作为一个整体结构进行测试。然后，我们使用因子分析和结构方程模型评估了它们作为辍学潜在预测因素的作用。整体参与度能够可靠地预测辍学情况。在其三个具体维度中，只有行为参与度在预测方程中做出了显著贡献。我们的研究结果证实了学校参与度整体多维结构的稳健性，该结构反映了认知和社会心理特征，并强调了在可靠估计青少年时期未完成基础教育风险时，基本参与和遵守问题的重要性。
