Department of Educational Psychology, Counseling, and Special Education, The Pennsylvania State University, United States.
Department of Educational Psychology, Counseling, and Special Education, The Pennsylvania State University, United States.
Child Abuse Negl. 2021 Jul;117:105048. doi: 10.1016/j.chiabu.2021.105048. Epub 2021 Apr 5.
Students who experience maltreatment tend to underperform academically relative to their peers, requiring an understanding of academically-related mechanisms that are potential intervention targets. Academic engagement, a multidimensional construct that is influential in students' investment in learning and the school context, is one such mechanism that has been associated with positive academic outcomes and develops through interactions between students and their environment.
The purpose of this study was to examine how maltreatment experiences and trauma symptoms were indirectly associated with academic achievement in adolescence through academic engagement.
The study was conducting on a subsample of 583 youths from the National Study of Child and Adolescent Wellbeing II (NSCAW II) cohort.
Structural equation modeling was used to examine the indirect effect engagement on the relationship between maltreatment and trauma symptomology and academic achievement.
Academic engagement significantly mediated trauma symptoms and later standardized reading (β = -0.02; 95 % CI [-0.04, -0.0004]) and math (β = -0.02; 95 % CI [-0.05, -0.0003]) achievement test scores. However, similar mediating effects were not found for engagement on maltreatment and later standardized reading (β = -0.01; 95 % CI [-0.03, 0.01]) and math (β = -0.01; 95 % CI [-0.03, 0.01]) achievement test scores.
These findings suggest that variability in academic outcomes was indirectly associated with engagement but only for students who exhibited trauma symptoms rather than experiencing maltreatment alone. The findings suggest future researchers should consider engagement should as an academically-related mechanism to help students who were maltreated succeed academically.
遭受虐待的学生往往在学业上表现不如同龄人，这就需要了解可能成为干预目标的与学业相关的机制。学业投入是一个多维度的概念，它对学生在学习和学校环境中的投入程度有影响，是与积极的学业成果相关的机制之一，并且通过学生与其环境之间的相互作用而发展。
本研究的目的是通过学业投入，检验虐待经历和创伤症状如何间接地与青少年的学业成绩相关。
该研究在国家儿童和青少年福利研究 II（NSCAW II）队列的 583 名青少年亚组中进行。
结构方程模型被用于检验参与度对虐待和创伤症状与学业成绩之间关系的间接影响。
学业投入显著中介了创伤症状与后来的标准化阅读（β=-0.02；95%置信区间[-0.04，-0.0004]）和数学（β=-0.02；95%置信区间[-0.05，-0.0003]）成绩测试分数之间的关系。然而，对于参与度对虐待和后来的标准化阅读（β=-0.01；95%置信区间[-0.03，0.01]）和数学（β=-0.01；95%置信区间[-0.03，0.01]）成绩测试分数之间的关系，没有发现类似的中介作用。
这些发现表明，学业成果的变异性与参与度间接相关，但仅适用于表现出创伤症状而不是仅遭受虐待的学生。研究结果表明，未来的研究人员应该考虑将参与度作为一种与学业相关的机制，帮助遭受虐待的学生在学业上取得成功。
