Engagement, Adversity, and Later Achievement: The Role of Emotion Regulation (Poster 11)

• In Event: AERA Poster Session One
  In Poster Session: Cognitive and Motivational Processes: Poster Session One

Abstract

Students who have experienced adversity tend to demonstrate poorer academic outcomes than their non-maltreated peers. Academic engagement, a multidimensional, motivational construct, associated with a myriad of positive academic outcomes, is an important academically-related mechanism that can be leveraged to improve the outcomes of this population. The present study aimed to better understand how engagement develops in the context of adversity by exploring the effects of emotion regulation skills on engagement development. Analyses were conducted on 795 participants in the NSCAW dataset. Path analysis was used to estimate a mediation model Emotion regulation skills significantly mediated the effect experiencing trauma symptoms had on engagement. Emotion regulation skills are a potential intervention target to improve engagement for students who have experienced adversity.

Authors

• Casey Mullins, University of Miami
  Presenting Author

• Samantha Ellner, Pennsylvania State University
  Presenting Author

• Ana Lilyan Falcon, Pennsylvania State University
  Non-Presenting Author

• Carlomagno Panlilio, Pennsylvania State University
  Non-Presenting Author