Associations between Student Engagement and Drug Use: Age and Gender Comparisons Using the California Healthy Kids Survey

Autor/inn/en	Scheier, Lawrence M.; Komarc, Martin
Titel	Associations between Student Engagement and Drug Use: Age and Gender Comparisons Using the California Healthy Kids Survey
Quelle	In: Contemporary School Psychology, 26 (2022) 2, S.209-223 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Scheier, Lawrence M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2159-2020
DOI	10.1007/s40688-020-00331-8
Schlagwörter	Learner Engagement; Drug Abuse; Correlation; Student Motivation; Student School Relationship; Interpersonal Relationship; Caring; Student Participation; Grade 7; Grade 9; Grade 11; Gender Differences; Predictor Variables; Age Differences; California + Suchen Sie Ihr Suchwort? Korrelation; Schulische Motivation; Schüler-Lehrer-Beziehung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Care; Pflege; Sorge; Betreuung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; School year 07; 7. Schuljahr; Schuljahr 07; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; Geschlechterkonflikt; Prädiktor; Age; Difference; Age difference; Altersunterschied; Kalifornien
Abstract	This study examined relations between student engagement and drug use using data obtained from the statewide biennial California Healthy Kids Survey. Latent variable modeling with confirmatory factor analysis indicated four conceptually distinct and psychometrically sound factors capturing academic motivation, school connectedness, caring relations, and meaningful participation. Further tests indicated relative invariance of the measurement models across grade (7th, 9th, and 11th) and gender. Structural equation models indicated unique prediction of drug use from the four engagement factors with academic motivation providing the largest magnitude of effect. Evidence of suppression was corrected statistically to show consistent prediction across the four constructs. The relative magnitude of regression coefficients diminished considerably with the introduction of relevant covariates. Results are discussed in terms of designing educational programs that emphasize multiple facets of engagement while at the same time also addressing pedagogical means to boost student academic motivation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01