Pathways of resilience : predicting school engagement trajectories for South African adolescents living in a stressed environment

dc.contributor.authorTheron, Linda C.
dc.contributor.authorUngar, Michael
dc.contributor.authorHoltge, Jan
dc.contributor.emaillinda.theron@up.ac.zaen_US
dc.date.accessioned2023-08-04T11:43:13Z
dc.date.available2023-08-04T11:43:13Z
dc.date.issued2022-04
dc.description.abstractSchool engagement is associated with the resilience of adolescents living in stressed environments in sub-Saharan Africa. Even so, there is scant understanding of the antecedents of African students’ school engagement. In response, this article reports the results of an exploratory study conducted in 2018 and 2020 with a sample of 172 adolescents (average age: 16.02 years; SD = 1.67) from a risk-exposed municipality in South Africa. Clustered school engagement trajectories were identified using a longitudinal variant of k-means based on affective, behavioural, and cognitive school engagement. Evolutionary classification trees were used to identify meaningful predictors of the identified trajectories. The results point to specific combinations of factors – i.e., student age, parental/caregiver warmth, school resource levels, teacher competence – that sustained low and high school engagement trajectories. These combinations direct the attention of school psychologists and other service providers to the multiple systems that matter in varying ways for the school engagement of African students. They also call for continued investigation of the resource combinations that are salient to student engagement across stressed environments in sub-Saharan Africa.en_US
dc.description.departmentEducational Psychologyen_US
dc.description.librarianam2023en_US
dc.description.sponsorshipThe RYSE study is funded by the Canadian Institutes of Health Research and JH position was funded by the Swiss National Science Foundation.en_US
dc.description.urihttps://www.elsevier.com/locate/cedpsychen_US
dc.identifier.citationTheron, L., Ungar, M., Holtge, J. 2022, 'Pathways of resilience : predicting school engagement trajectories for South African adolescents living in a stressed environment', Contemporary Educational Psychology, vol. 69, art. 102062, pp. 1-12, doi : 10.1016/j.cedpsych.2022.102062.en_US
dc.identifier.issn0361-476X (print)
dc.identifier.issn1090-2384 (online)
dc.identifier.other10.1016/j.cedpsych.2022.102062
dc.identifier.urihttp://hdl.handle.net/2263/91807
dc.language.isoenen_US
dc.publisherElsevieren_US
dc.rights© 2022 Published by Elsevier Inc. This is an open access article under the CC BY-NC-ND license.en_US
dc.subjectCaregiver/parent warmthen_US
dc.subjectMultisystemic resilienceen_US
dc.subjectSchool engagement trajectoriesen_US
dc.subjectSouth African high school studentsen_US
dc.subjectSchool resourcesen_US
dc.subjectTeacher competenceen_US
dc.subjectSDG-04: Quality educationen_US
dc.subjectSDG-03: Good health and well-beingen_US
dc.titlePathways of resilience : predicting school engagement trajectories for South African adolescents living in a stressed environmenten_US
dc.typeArticleen_US

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