Engagement profiles of elementary students in urban schools |
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| Institution: | 1. Virginia Commonwealth University Department of Foundations of Education, 1015 W. Main Street, Oliver Hall 4052, P.O. Box 842020, Richmond, VA 23284, USA;2. Virginia Commonwealth University Department of Foundations of Education, 1015 W. Main Street, P.O. Box 842020, Richmond, VA 23284, USA |
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| Abstract: | This study identified engagement profiles and examined their relations to student characteristics (gender, grade, socioeconomic status) as well as mathematics and reading achievement among elementary students attending urban schools in the southeastern part of the United States (N = 564). Using latent profile analysis, four engagement profiles were identified including a Moderately Engaged, Globally Disengaged, Affectively Disengaged, and Behaviorally Disengaged profile. Subsequent analyses showed that grade level was a statistically significant predictor of profile membership, and the Moderately Engaged profile was associated with higher mathematics achievement compared to the Affectively Disengaged profile. Results contribute to the growing body of person-centered work that indicates that students’ engagement cluster into unique configurations of global, behavioral, affective, cognitive, and social engagement, which have important implications for their academic achievement. |
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| Keywords: | Engagement profiles Elementary Latent profile analysis Person-centered Academic achievement |
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