Student Engagement in Urban Elementary Schools: A Variable- and Person-Centered Approach

• In Event: AERA Poster Session 5
  In Poster Session: Self-Regulated Learning Strategies

Abstract

The study of student engagement, especially in an urban diverse setting, is paramount to instigating high-quality learning, smartly targeting disengagement, and ultimately supporting academic success. This study of 564 elementary students examined the multidimensional nature of engagement with a bifactor exploratory structural equation model and examined engagement profiles, key predictors, and achievement outcomes from unique responses to the global, behavioral, cognitive, affective, and social aspects of engagement. Latent profile analysis revealed four distinct profiles, including Disengaged, Affectively Disengaged, Moderately Engaged, and Behaviorally Disengaged. Controlling for grade and FRL identification, gender was found to significantly predict profile membership in profiles characterized by stronger global engagement. Profiles with stronger global engagement were associated with math achievement, while reading achievement was not.

Authors

• Morgan DeBusk-Lane, Virginia Commonwealth University

• Christine Lee Bae, Virginia Commonwealth University

• Ashlee Lester Sjogren, University of Virginia