School engagement in adolescence is often associated with better academic performance at school, but what are the longitudinal associations between school engagement and adult educational and employment status? The current study explored these longitudinal associations using data spanning 40-years of life, from the 1970 British Cohort Study. School engagement at age 16-years was used to predict highest educational level at age 34-years, and socioeconomic status and income at ages 34- and 46-years, controlling for childhood socioeconomic status, cognitive ability, gender, and ethnic minority status, collected at ages 5- or 10-years. The 13,135 individuals in the sample were born in 1970, were mainly White (96%), and were identified at age 5-years as being 48% female. Longitudinal structural equation models revealed that adolescent school engagement had a persistent, positive impact on adult educational and employment outcomes after individual differences were controlled for. The results are interpreted using the perspective that school engagement can channel resources which are important for later educational and occupational success. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

中文翻译：

---

青少年学校参与对成人教育和就业成果的长期好处。

青春期的学校参与度通常与更好的学校学习成绩相关，但学校参与度与成人教育和就业状况之间的纵向关联是什么？目前的研究使用 1970 年英国队列研究中跨越 40 年的数据探索了这些纵向关联。16 岁时的学校参与度用于预测 34 岁时的最高教育水平，以及 34 岁和 46 岁时的社会经济地位和收入，控制了儿童社会经济地位、认知能力、性别和少数民族地位，在 5 岁或 10 岁时收集。样本中的 13,135 人出生于 1970 年，主要是白人 (96%)，并且在 5 岁时被确定为 48% 的女性。纵向结构方程模型显示，在控制个体差异后，青少年学校参与对成人教育和就业结果具有持久的积极影响。使用学校参与可以引导对以后的教育和职业成功很重要的资源的观点来解释结果。（PsycInfo 数据库记录 (c) 2023 APA，保留所有权利）。