ERIC Number: ED454318
Record Type: Non-Journal
Publication Date: 2001
Reference Count: N/A
Examining School Engagement of African American Adolescents.
Sirin, Selcuk; Jackson, Lisa R.
This study investigated the impact of behavioral and affective factors on 688 African American high school students' academic performance, examining the relationship between school engagement, educational expectations, self-esteem, and school achievement; noting differences between males and females; and discussing whether behavioral and affective factors made a difference on school performance above and beyond such background factors as grade, socioeconomic status, and cognitive function. Information came from the National Longitudinal Study of Adolescent Health (ADD Health). Indexes were developed for school performance, school engagement, self-esteem, and future education expectations. The dependent variable was academic achievement in four subjects. Overall, behavioral components of school engagement predicted school achievement better than the affective component. Students who actively participated and paid attention did well academically. Future educational expectations significantly impacted school performance. Self-esteem did not influence achievement, though it was linked to behavioral components of school engagement and future education expectations. Girls did better than boys academically, participated in school-related activities at a higher rate, and attended school more regularly. Boys had higher self-esteem. (Contains 38 references.) (SM)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A