Student behavioral engagement as a mediator between teacher, family, and peer support and school truancy

被引：33

作者：

Virtanen, Tuomo E. ^{[1
]}

Lerkkanen, Marja-Kristiina ^{[2
]}

Poikkeus, Anna-Maija ^{[2
]}

Kuorelahti, Matti ^{[1
]}

机构：

[1] Univ Jyvaskyla, Dept Educ, SF-40351 Jyvaskyla, Finland

[2] Univ Jyvaskyla, Dept Teacher Educ, SF-40351 Jyvaskyla, Finland

来源：

LEARNING AND INDIVIDUAL DIFFERENCES | 2014年 / 36卷

关键词：

School truancy; Student engagement; Emotional support; Social control theory; Participation-identification model; MIDDLE; ELEMENTARY; CLASSROOM; PROFILES; PARENT; YOUTH; RISK; SELF;

D O I：

10.1016/j.lindif.2014.09.001

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

This study investigated the associations between student's behavioral engagement; teacher, family, and peer emotional support; and school truancy. Student-reported data of 821 Finnish junior high school students were analyzed using structural equation modeling. Teacher and family support were positively associated with student behavioral engagement, which in turn was negatively associated with truancy. Behavioral engagement mediated the associations between teacher and family emotional support and truancy. The results highlight the pivotal roles of teacher and family emotional support in fostering student behavioral engagement and preventing truancy in junior high schools. Students who are attached to their teachers and parents are likely to conform to their expectations and not to play truant from school. (C) 2014 Elsevier Inc. All rights reserved.

引用

页码：201 / 206

页数：6

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