Mullins Casey, Panlilio Carlomagno C
University of Miami, Department of Psychology, Department of Educational Psychology, Counseling, and Special Education.
The Pennsylvania State University' Department of Educational Psychology, Counseling, and Special Education.
Child Youth Serv Rev. 2023 May;148. doi: 10.1016/j.childyouth.2023.106862. Epub 2023 Feb 8.
Students who have experienced adversity tend to demonstrate poorer academic outcomes than their non-maltreated peers. Academic engagement, a multidimensional, motivational construct, associated with a myriad of positive academic outcomes is an important academically-related mechanism that can be leveraged to improve the outcomes of this population.
The present study aimed to better understanding of how engagement develops in the context of adversity by exploring the effects emotion regulation skills and parent-child relationships have on engagement development.
Analyses were conducted on 795 participants in the NSCAW dataset.
Path analysis was used to estimate mediation and moderated mediation models.
Emotion regulation skills significantly mediated the effect experiencing trauma symptoms had on engagement. Parent-child relationship quality moderated the mediation effect emotion regulation skills had on the relationship between experiencing trauma symptoms and engagement.
Emotion regulation skills and parent-child relationship quality are potential intervention targets to improve engagement for students who have experienced adversity.
经历过逆境的学生往往比未受虐待的同龄人学业成绩更差。学业投入是一个多维的动机结构，与众多积极的学业成果相关，是一种重要的与学业相关的机制，可以用来改善这一群体的学业成果。
本研究旨在通过探讨情绪调节技能和亲子关系对学业投入发展的影响，更好地理解在逆境中投入是如何发展的。
对全国儿童受虐待和忽视数据档案（NSCAW）数据集中的795名参与者进行了分析。
采用路径分析来估计中介模型和调节中介模型。
情绪调节技能显著中介了创伤症状对学业投入的影响。亲子关系质量调节了情绪调节技能对创伤症状与学业投入之间关系的中介作用。
情绪调节技能和亲子关系质量是改善经历过逆境学生学业投入的潜在干预目标。
