Behavioral Engagement and Reading Achievement in Elementary-School-Age Children: A Longitudinal Cross-Lagged Analysis

Autor/inn/en	Guo, Ying; Sun, Shuyan; Breit-Smith, Allison; Morrison, Frederick J.; Connor, Carol McDonald
Titel	Behavioral Engagement and Reading Achievement in Elementary-School-Age Children: A Longitudinal Cross-Lagged Analysis
Quelle	In: Journal of Educational Psychology, 107 (2015) 2, S.332-347 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0037638
Schlagwörter	Elementary School Students; Learner Engagement; Student Behavior; Reading Achievement; Longitudinal Studies; Socioeconomic Status; Preschool Education; Grade 1; Grade 3; Grade 5; Predictor Variables; Correlation; Arkansas; California; Massachusetts; North Carolina; Pennsylvania; Virginia; Washington; Wisconsin; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Leseleistung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Socio-economic status; Sozioökonomischer Status; Pre-school education; Vorschulerziehung; School year 01; 1. Schuljahr; Schuljahr 01; School year 03; 3. Schuljahr; Schuljahr 03; School year 05; 5. Schuljahr; Schuljahr 05; Prädiktor; Korrelation; Kalifornien; Master-Studiengang
Abstract	Using data from the National Institute of Child Health and Human Development's Study of Early Child Care and Youth Development, this study examined the cross-lagged relations between behavioral engagement and reading achievement in elementary school and whether these cross-lagged relations differed between low-socioeconomic status (SES) and mid- or high-SES students. Students' behavioral engagement and reading were assessed in preschool, 1st grade, 3rd grade, and 5th grade. Results showed that reading achievement in preschool predicted subsequent behavioral engagement in 1st grade and reading achievement in 3rd grade predicted subsequent behavioral engagement in 5th grade. However, behavioral engagement did not significantly predict later reading achievement. Furthermore, although the relationship patterns between reading achievement and subsequent behavioral engagement were the same across the 2 groups, the strength of relations was stronger for low-SES students. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01