Studying early adolescents' academic motivation, social-emotional functioning, and engagement in learning: Variable- and person-centered approaches

Robert W. Roeser, Karen R. Strobel, Gisell Quihuis

Research output: Contribution to journalArticle

65 Citations (Scopus)

Abstract

This study used variable- and person-centered data analytic techniques to examine how early adolescents' academic motivation and social-emotional functioning were associated with their self-reported cognitive and behavioral engagement in the middle school classroom. Regression results showed that both motivational and mental health constructs contributed to the prediction of individual differences in classroom engagement. Person-centered analyses revealed between group variation in classroom engagement as a function of differing patterns of motivation and mental health among different subgroups of adolescents. Convergent and complementary information on these subgroups was provided by using two different grouping approaches. Findings are discussed in terms of broad patterns of promise or problems during early adolescence.

Original languageEnglish (US)
Pages (from-to)345-368
Number of pages24
JournalAnxiety, Stress and Coping
Volume15
Issue number4
DOIs
StatePublished - Dec 1 2002

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Motivation
Learning
Mental Health
Individuality
Person
Emotion
Individual Differences
Middle School
Adolescence
Prediction
Grouping

All Science Journal Classification (ASJC) codes

  • Developmental and Educational Psychology
  • Clinical Psychology
  • Arts and Humanities (miscellaneous)
  • Psychiatry and Mental health

Cite this

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Studying early adolescents' academic motivation, social-emotional functioning, and engagement in learning : Variable- and person-centered approaches. / Roeser, Robert W.; Strobel, Karen R.; Quihuis, Gisell.

In: Anxiety, Stress and Coping, Vol. 15, No. 4, 01.12.2002, p. 345-368.

Research output: Contribution to journalArticle

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