This study identified engagement profiles and examined their relations to student characteristics (gender, grade, socioeconomic status) as well as mathematics and reading achievement among elementary students attending urban schools in the southeastern part of the United States (N = 564). Using latent profile analysis, four engagement profiles were identified including a Moderately Engaged, Globally Disengaged, Affectively Disengaged, and Behaviorally Disengaged profile. Subsequent analyses showed that grade level was a statistically significant predictor of profile membership, and the Moderately Engaged profile was associated with higher mathematics achievement compared to the Affectively Disengaged profile. Results contribute to the growing body of person-centered work that indicates that students’ engagement cluster into unique configurations of global, behavioral, affective, cognitive, and social engagement, which have important implications for their academic achievement.

这项研究确定了参与度概况，并研究了其与学生特征（性别，年级，社会经济地位）以及在美国东南部城市学校就读的小学生的数学和阅读成绩之间的关系（N  = 564）。使用潜在的个人资料分析，确定了四个参与个人资料，其中包括“中等参与”，“全球脱离”，“情感脱离”和“行为脱离”个人资料。随后的分析表明，年级水平是个人档案成员统计意义上的重要预测指标，而“中度参与”档案与较高的数学成绩相关。感情上脱离的个人资料。结果促进了以人为中心的工作的增长，表明以学生为中心的工作聚集成全球，行为，情感，认知和社会参与的独特配置，这对他们的学业成绩具有重要意义。