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首页> 外文期刊>Journal of adolescence >The interplay of socio-psychological factors on school engagement among early adolescents
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The interplay of socio-psychological factors on school engagement among early adolescents

机译：社会心理因素对青少年早期学校参与的相互作用

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The study examined a conceptual model integrating existing knowledge on the linkages between life satisfaction, affect, purpose in life, and resilience with school engagement. This model posits direct relationships between all the social psychological variables and school engagement, and also indirect relationships between life satisfaction and school engagement as mediated by all the other variables in the study. The participants were 2381 students (1119 boys and 1262 girls) with average age of 15 years, from 40 national secondary schools in Malaysia. The findings supported the theoretical conceptualization. All variables were positively associated with school engagement. The strongest relationship was observed between overall life satisfaction and school engagement. The mediating model was partially supported. The study reiterates the adage that "it takes a village to raise a child". Implications for practice and future research are discussed in the context of engagement in school learning. (C) 2015 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.
机译：该研究检查了一个概念模型，该模型整合了有关生活满意度，影响力，生活目的以及与学校参与的适应性之间的联系的现有知识。该模型假定了所有社会心理变量与学校参与之间的直接关系，以及由研究中所有其他变量介导的生活满意度与学校参与之间的间接关系。参加者来自马来西亚40所国立中学，平均年龄15岁的2381名学生（1119名男孩和1262名女孩）。这些发现支持了理论上的概念化。所有变量均与学校参与度呈正相关。在整体生活满意度和学校参与度之间观察到最紧密的关系。中介模型得到了部分支持。该研究重申了一句格言：“养一个孩子需要一个村庄”。在参与学校学习的背景下讨论了对实践和未来研究的影响。 （C）2015年青少年服务专业人员基金会。由Elsevier Ltd.出版。保留所有权利。

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