Description
The predictors of school engagement in early childhood were examined, and mechanisms to improve classroom engagement levels were proposed for interventionists to consider. Literature was reviewed on the relations of child characteristics (i.e. effortful control, negative emotionality) and environmental characteristics (i.e. teacher-child relationship quality, classroom environment) to children's school engagement. Finally, a logic model was developed to guide future intervention work.
Details
Title
- Understanding the Predictors of School Engagement and Implications for Intervention
Contributors
- Bovee, Emily Ann (Author)
- Spinrad, Tracy (Thesis director)
- Valiente, Carlos (Committee member)
- Gaertner, Bridget (Committee member)
- Barrett, The Honors College (Contributor)
- Department of Psychology (Contributor)
Date Created
The date the item was original created (prior to any relationship with the ASU Digital Repositories.)
2013-05
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