Lawson Michael A, Masyn Katherine E
Department of Human Development, Binghamton University (SUNY), PO Box 6000, Binghamton, NY 13902, USA.
Division of Epidemiology and Biostatistics, Georgia State University, PO Box 3984, Atlanta, GA 30302-3984, USA.
J Sch Psychol. 2015 Feb;53(1):63-86. doi: 10.1016/j.jsp.2014.11.004. Epub 2014 Dec 11.
Drawing from a nationally representative sample of 12,760 students attending public high schools in the United States, this study used latent class analysis (LCA) to analyze profiles, predictors, and consequences of student engagement dispositions. A student engagement disposition is an umbrella concept. It encompasses students' identification with school together with their academic competencies and overall educational aspirations. Six subpopulation profiles of engagement dispositions were culled from the data using LCA. These profiles included students who possessed "model student" attributes as well as others whose school experiences reflected ambivalence and disidentification. Where practice and policy are concerned, findings regarding the characteristics and consequences of each profile can be used by researchers, practitioners, and policy makers to facilitate tailored intervention planning as well as more nuanced policy development.
本研究从美国公立高中12760名具有全国代表性的学生样本中选取数据，采用潜在类别分析（LCA）来分析学生参与倾向的特征、预测因素及后果。学生参与倾向是一个总括性概念，它涵盖了学生对学校的认同、学术能力以及整体教育抱负。利用LCA从数据中筛选出六种参与倾向的亚群体特征。这些特征包括具有“模范学生”特质的学生，以及学校经历反映出矛盾心理和认同感缺失的其他学生。在实践和政策方面，研究人员、从业者和政策制定者可以利用有关每种特征的特点和后果的研究结果，来推动量身定制的干预计划以及更细致入微的政策制定。
