Institute for Applied Research in Youth Development, Eliot-Pearson Department of Child Development, Tufts University, Medford, MA 02155, USA.
Dev Psychol. 2011 Jan;47(1):233-47. doi: 10.1037/a0021307.
Using longitudinal data from the 4-H Study of Positive Youth Development, the authors assessed 1,977 adolescents across Grades 5 to 8 to determine if there were distinctive developmental paths for behavioral and emotional school engagement; if these paths varied in relation to sex, race/ethnicity, and family socioeconomic status (SES); and whether links existed between trajectories of school engagement and grades, depression, substance use, and delinquency. Four trajectories for behavioral school engagement and four trajectories of emotional engagement were identified using a semiparametric mixture model. These trajectories were distinct with regard to initial levels of and changes in engagement, as well as to their shapes. Trajectories varied in regard to sex, SES, and race/ethnicity. Different trajectories of behavioral and emotional engagement were linked to grades, depression, delinquency, and substance use. Directions for future research and application are discussed.
利用“4-H 青年发展积极研究”中的纵向数据，作者对 5 至 8 年级的 1977 名青少年进行了评估，以确定行为和情感学校参与是否存在独特的发展路径；这些路径是否与性别、种族/族裔和家庭社会经济地位（SES）有关；以及学校参与轨迹与成绩、抑郁、药物使用和犯罪之间是否存在联系。使用半参数混合模型确定了行为学校参与的四个轨迹和情感参与的四个轨迹。这些轨迹在参与的初始水平和变化、以及它们的形状方面都有明显的区别。轨迹因性别、SES 和种族/族裔而异。不同的行为和情感参与轨迹与成绩、抑郁、犯罪和药物使用有关。讨论了未来研究和应用的方向。
