Longitudinal relations between behavioral engagement and academic achievement: The moderating roles of socio-economic status and early achievement.

ABSTRACT: This study investigated developmental trajectories of observationally coded engagement across the early elementary years and whether these trajectories were associated with children's academic achievement. Furthermore, we evaluated if these relations varied as a function of children's family socio-economic status and early reading and math skills. Data were collected from 301 children who were studied from kindergarten (M_age = 65.74 months; 49% boys) to 2nd grade. Children's behavioral engagement was observed in kindergarten, 1st, and 2nd grade. Reading and math skills were assessed via standardized tests in kindergarten and 2nd grade. Growth mixture models identified two classes of behavioral engagement: most children (87.0%) displayed relatively high behavioral engagement in t

SUBMITTER: Li L 

PROVIDER: S-EPMC9484542 | biostudies-literature | 2022 Oct

REPOSITORIES: biostudies-literature