School Engagement, Academic Achievement, and Positive Youth Development

2015 ◽  
pp. 57-70 ◽  
Author(s):  
Paul A. Chase ◽  
Daniel J. A. Warren ◽  
Richard M. Lerner
Keyword(s):  
Academic Achievement ◽  
Youth Development ◽  
Positive Youth Development ◽  
School Engagement

scholarly journals Out-of-School Time Activity Participation, School Engagement and Positive Youth Development: Findings from the 4-H Study of Positive Youth Development

2008 ◽  
Vol 3 (3) ◽  
pp. 22-Jul ◽  
Author(s):  
Yibing Li ◽  
Neda Bebiroglu ◽  
Erin Phelps ◽  
Richard M. Lerner ◽  
Jacqueline V. Lerner
Keyword(s):  
Academic Achievement ◽  
Youth Development ◽  
Risk Behaviors ◽  
Positive Youth Development ◽  
School Engagement ◽  
Emotional Engagement ◽  
Time Activity ◽  
Out Of School Time ◽  
School Time ◽  
Out Of School

The relations in early adolescence among out-of-school-time activities and indicators of youth development were assessed through the use of 8th grade data from the longitudinal, 4-H Study of Positive Youth Development. Hierarchical multiple linear regressions indicated that “hanging out” with friends without set plans and excessive media use were associated with lower behavioral engagement with school, lower academic achievement, and higher rates of risk behaviors. Youth who ate dinner with their family reported higher levels of emotional engagement, lower depression and risk behaviors, and better grades. Engagement in civic activities was associated with higher levels of emotional engagement. Behavioral and emotional engagement were both associated with better grades and lower depression. Emotional school engagement was also associated with lower rates of risk behaviors. Implications of the findings for evaluating the role of out-of-school-time activities and behavioral and/or emotional school engagement in academic achievement and youth development are discussed.

School Engagement and Positive Youth Development: A Relational Developmental Systems Perspective

2014 ◽  
Vol 116 (13) ◽  
pp. 37-57
Author(s):  
Yibing Li ◽  
Jennifer P. Agans ◽  
Paul A. Chase ◽  
Miriam R. Arbeit ◽  
Michelle B. Weiner ◽  
...  
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
School Engagement ◽  
Developmental Systems Theory ◽  
Developmental Systems ◽  
Systems Perspective ◽  
Strength Based ◽  
Relational Developmental Systems ◽  
Five Cs

This chapter explains the links between relational developmental systems theory and the strength-based, positive youth development (PYD) perspective. The Five Cs model of PYD (involving competence, confidence, connection, character, and caring) is used to assess the role of school engagement in PYD.

Sport, Educational Engagement and Positive Youth Development: Reflections of Aboriginal Former Youth Sports Participants

2016 ◽  
Vol 46 (1) ◽  
pp. 23-33 ◽  
Author(s):  
Nicole Fitch ◽  
Fadi Ma'ayah ◽  
Craig Harms ◽  
Andrew Guilfoyle
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
Achievement Motivation ◽  
School Engagement ◽  
Youth Sports ◽  
Youth Sport ◽  
Sports Participation ◽  
Positive Influence ◽  
Developmental Trajectory ◽  
Educational Engagement

Participation in sport during high school has been linked with a range of educational and developmental benefits. However, there is limited research investigating the benefits of participation in sport from the perspective of Aboriginal former youth sports participants. The purpose of the current research was to investigate how participation in sports impacted on the educational engagement, aspirations and development of Aboriginal former youth sports participants. Interpretive phenomenological analysis of semistructured interviews with six participants was conducted. Analysis was conducted utilising the Positive Youth Development asset framework. Participants reported a positive influence for their participation in youth sport on key education related assets including, achievement motivation, school engagement and relationships with teachers. Participants also reflected upon the role of participation in youth sports in the development of empowerment and positive identity assets. For these participants, involvement in youth sport had clear educational and developmental benefits. It is concluded that youth sports participation is one developmental context with the potential to have a positive influence on the educational and developmental trajectory of Aboriginal youth.

scholarly journals 456 Measuring the Intensity of School Gardening Programs and the Impact on Positive Youth Development

HortScience ◽  
2000 ◽  
Vol 35 (3) ◽  
pp. 472D-472
Author(s):  
S.M. Skelly ◽  
J.C. Bradley
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
Achievement Motivation ◽  
School Engagement ◽  
School Gardens ◽  
School Garden ◽  
Research Project ◽  
School Gardening ◽  
Dependent Variables ◽  
The Impact

The number of school garden programs in America is growing. With interest in school gardens rising, research exploring the benefits of school gardens is important to establish the value of horticulture and gardening in primary education to help schools develop, promote, and use gardens for a variety of purposes. The goals of this research project were 1) to develop a typology, or matrix, of school garden program intensity and 2) to determine if variables related to positive youth development varied within the intensity typology. Twenty elementary schools in Florida participated in the research project accounting for ≈20 teachers and 400 third-grade students. This presentation will include how the typology was developed using three levels of intensity (high, medium, and low) and three types of gardens (vegetable, flower, and combination). The dependent variables examined for this study were the student developmental assets of responsibility, school engagement, achievement motivation, and interpersonal competence. Additional dependent variables included students' environmental attitudes and attitudes toward science. Discussion of school garden program intensity and the influence it may have on positive youth development will be the focus of this presentation.

A Second Chance

2016 ◽  
pp. 1741-1758
Author(s):  
Christine S. Barrow
Keyword(s):  
At Risk ◽  
Problem Behaviors ◽  
Youth Development ◽  
Positive Youth Development ◽  
School Engagement ◽  
Alternative High School ◽  
Preventative Measures ◽  
Second Chance ◽  
The Relationship ◽  
Pro Social Behavior

A qualitative analysis of special education youth who attended school at a recreation center in Brooklyn NY helps provide an understanding of the relationship between alternative high school education and offending. According to Wang and Fredericks (2014), interventions that aim to improve school engagement may promote positive youth development, including reducing involvement in problem behaviors. This study focuses on youth who were at risk for offending due to poor academic performance and previous delinquent involvement. Prior to attending school at this facility, the individuals were previously exposed to an environment that put them at risk for delinquency. This investigation provides support for preventative measures to youth conflict and delinquency by placing them in an environment that promotes pro-social behavior.

A Second Chance

2016 ◽  
pp. 257-274
Author(s):  
Christine S. Barrow
Keyword(s):  
At Risk ◽  
Problem Behaviors ◽  
Youth Development ◽  
Positive Youth Development ◽  
School Engagement ◽  
Alternative High School ◽  
Preventative Measures ◽  
Second Chance ◽  
The Relationship ◽  
Pro Social Behavior

A qualitative analysis of special education youth who attended school at a recreation center in Brooklyn NY helps provide an understanding of the relationship between alternative high school education and offending. According to Wang and Fredericks (2014), interventions that aim to improve school engagement may promote positive youth development, including reducing involvement in problem behaviors. This study focuses on youth who were at risk for offending due to poor academic performance and previous delinquent involvement. Prior to attending school at this facility, the individuals were previously exposed to an environment that put them at risk for delinquency. This investigation provides support for preventative measures to youth conflict and delinquency by placing them in an environment that promotes pro-social behavior.

Positive Youth Development and Academic Achievement in Slovenia

2018 ◽  
Vol 48 (2) ◽  
pp. 223-240 ◽  
Author(s):  
Ana Kozina ◽  
Nora Wiium ◽  
Jose-Michael Gonzalez ◽  
Radosveta Dimitrova
Keyword(s):  
Academic Achievement ◽  
Youth Development ◽  
Positive Youth Development

scholarly journals Promoting academic achievement within a positive youth development framework

2019 ◽  
Vol 28 (1-2) ◽  
Author(s):  
Marianne Beck ◽  
Nora Wiium
Keyword(s):  
Academic Achievement ◽  
High School Students ◽  
Youth Development ◽  
Positive Youth Development ◽  
Developmental Assets ◽  
School Students ◽  
Cross Sectional ◽  
Economic Implications ◽  
Development Framework ◽  
Study Results

School dropout has both individual and economic implications. Current statistics reveal higher dropout rates among boys. Schools have a unique position to address youth development. Research from the US on positive youth development shows positive relationships between developmental assets (e.g. support at school) and academic achievement. The present paper examined these relationships among 591 Norwegian high school students (55% girls), aged 15-19 (mean = 16.70) with data from a cross-sectional study. Results indicated that girls reported more assets than boys did. Furthermore, while positive correlations occurred among assets and academic achievement, some assets (i.e. commitment to learning, support and positive identity) were better predictors of academic achievement in regression analysis. Schools can play a significant role in nurturing developmental assets that will promote academic achievement in both genders, as well as have implications for youth and consequently economic development.

School Success and School Engagement of Immigrant Children and Adolescents

2013 ◽  
Vol 18 (2) ◽  
pp. 126-135 ◽  
Author(s):  
Frosso Motti-Stefanidi ◽  
Ann S. Masten
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Children And Adolescents ◽  
School Engagement ◽  
School Success ◽  
Immigrant Children ◽  
Integrative Model ◽  
High Stakes ◽  
The Individual

Academic achievement in immigrant children and adolescents is an indicator of current and future adaptive success. Since the future of immigrant youths is inextricably linked to that of the receiving society, the success of their trajectory through school becomes a high stakes issue both for the individual and society. The present article focuses on school success in immigrant children and adolescents, and the role of school engagement in accounting for individual and group differences in academic achievement from the perspective of a multilevel integrative model of immigrant youths’ adaptation ( Motti-Stefanidi, Berry, Chryssochoou, Sam, & Phinney, 2012 ). Drawing on this conceptual framework, school success is examined in developmental and acculturative context, taking into account multiple levels of analysis. Findings suggest that for both immigrant and nonimmigrant youths the relationship between school engagement and school success is bidirectional, each influencing over time the other. Evidence regarding potential moderating and mediating roles of school engagement for the academic success of immigrant youths also is evaluated.

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