Background

Students who experience maltreatment tend to underperform academically relative to their peers, requiring an understanding of academically-related mechanisms that are potential intervention targets. Academic engagement, a multidimensional construct that is influential in students’ investment in learning and the school context, is one such mechanism that has been associated with positive academic outcomes and develops through interactions between students and their environment.

Objective

The purpose of this study was to examine how maltreatment experiences and trauma symptoms were indirectly associated with academic achievement in adolescence through academic engagement.

Participants and setting

The study was conducting on a subsample of 583 youths from the National Study of Child and Adolescent Wellbeing II (NSCAW II) cohort.

Methods

Structural equation modeling was used to examine the indirect effect engagement on the relationship between maltreatment and trauma symptomology and academic achievement.

Results

Academic engagement significantly mediated trauma symptoms and later standardized reading ($\beta$ = −0.02; 95 % CI [−0.04, −0.0004]) and math ($\beta$ = −0.02; 95 % CI [−0.05, −0.0003]) achievement test scores. However, similar mediating effects were not found for engagement on maltreatment and later standardized reading ($\beta$ = −0.01; 95 % CI [−0.03, 0.01]) and math ($\beta$ = −0.01; 95 % CI [−0.03, 0.01]) achievement test scores.

Conclusions

These findings suggest that variability in academic outcomes was indirectly associated with engagement but only for students who exhibited trauma symptoms rather than experiencing maltreatment alone. The findings suggest future researchers should consider engagement should as an academically-related mechanism to help students who were maltreated succeed academically.

中文翻译：

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探索学术参与对遭受虐待的学生数学和阅读成绩的中介作用

背景

与同龄人相比，遭受虐待的学生往往在学业上表现不佳，因此需要了解作为潜在干预目标的学业相关机制。学术参与是一种多维结构，对学生的学习投资和学校环境有影响，是一种与积极的学术成果相关联的机制，并通过学生与其环境之间的互动而发展。

客观的

本研究的目的是研究虐待经历和创伤症状如何通过学术参与与青春期的学业成就间接相关。

参与者和设置

该研究是对来自国家儿童和青少年福祉研究 II (NSCAW II) 队列的 583 名青年的子样本进行的。

方法

结构方程模型用于检验虐待和创伤症状与学业成就之间关系的间接影响参与。

结果

学术参与显着调节了创伤症状和后来的标准化阅读（$\beta$= -0.02；95 % CI [−0.04, −0.0004]) 和数学 ($\beta$= -0.02；95 % CI [-0.05, -0.0003]) 成就测试分数。然而，在参与虐待和后来的标准化阅读方面没有发现类似的中介效应（$\beta$= -0.01；95 % CI [−0.03, 0.01]）和数学（$\beta$= -0.01；95 % CI [−0.03, 0.01]) 成就测试分数。

结论

这些研究结果表明，学业成绩的可变性与参与度间接相关，但仅适用于表现出创伤症状而不是单独遭受虐待的学生。研究结果表明，未来的研究人员应将参与视为一种与学术相关的机制，以帮助受到虐待的学生在学业上取得成功。