Internalizing and Externalizing Behavior Problems and Student Engagement in Elementary and Secondary School Students
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EMPIRICAL RESEARCH
Internalizing and Externalizing Behavior Problems and Student Engagement in Elementary and Secondary School Students Elizabeth Olivier
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Alexandre J. S. Morin1 Jessika Langlois2 Kristel Tardif-Grenier3 Isabelle Archambault2 ●
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Received: 26 June 2020 / Accepted: 11 July 2020 © Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract Students with externalizing or internalizing behavior problems are at increased risk of underachievement and school noncompletion, often due to their lower school engagement. Two studies were undertaken to assess the unique and joint (i.e., interactive) associations between behavior problems and engagement during two developmental periods; childhood and adolescence. These studies also aim to disentangle the contribution of global (externalizing and internalizing) and specific (hyperactivity/inattention, opposition/defiance, anxiety, depression) behavior problems on the global and specific aspects of student behavioral, emotional, and cognitive engagement. Study 1 was conducted among a sample of elementary school students (n = 1036; 3rd to 6th grade; mean age = 9.94 y.o.; 47.30% female; majority native Canadians) and Study 2 was conducted in secondary school (n = 1011; 7th and 8th grade; mean age = 12.93 y.o.; 55.77% female; 60.64% from immigrant background). Results of the bifactor-CFA and path analyses from both studies indicate that global externalizing behaviors were associated with lower global and specific behavioral engagement. In Study 1, global internalizing behaviors were also associated with lower global and specific cognitive engagement, whereas specific anxiety was associated with lower global and specific emotional engagement. In Study 2, specific depressive symptoms were associated with lower global and specific emotional engagement. Together, these two studies suggest that externalizing behaviors remain risk factors for student disengagement during childhood and adolescence, but that the risk posed by internalizing behaviors increases in importance for older students. Keywords
Externalizing behaviors Internalizing behaviors Student engagement Bifactor-CFA ●
Introduction Equity in education is an international concern (OECD 2018). In North America, disparities in upper secondary
These authors contributed equally: Elizabeth Olivier, Alexandre J. S. Morin Supplementary information The online version of this article (https:// doi.org/10.1007/s10964-020-01295-x) contains supplementary material, which is available to authorized users. * Elizabeth Olivier [email protected] 1
Substantive-Methodological Synergy Research Laboratory, Concordia University, Montreal, QC, Canada
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Département de Psychoéducation, Université de Montréal, Montreal, QC, Canada
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Département de psychoéducation et de psychologie, Université du Québec en Outaouais, Gatineau, QC, Canada
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completion rates reach up to 30% between students without and with externalizing and internalizing behaviors (MEES 2019).
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