Background: 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.
Objective: The present study aimed to better understanding of how engagement develops in the context of adversity by exploring the effects emotion regulation skills and parent-child relationships have on engagement development.
Participants And Setting: Analyses were conducted on 795 participants in the NSCAW dataset.
Methods: Path analysis was used to estimate mediation and moderated mediation models.
Results: Emotion regulation skills significantly mediated the effect experiencing trauma symptoms had on engagement. Parent-child relationship quality moderated the mediation effect emotion regulation skills had on the relationship between experiencing trauma symptoms and engagement.
Conclusions: Emotion regulation skills and parent-child relationship quality are potential intervention targets to improve engagement for students who have experienced adversity.
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| http://www.ncbi.nlm.nih.gov/pmc/articles/PMC10022495 | PMC |
| http://dx.doi.org/10.1016/j.childyouth.2023.106862 | DOI Listing |
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