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Using data from two large national surveys and three modeling strategies to address threats to causal inference, the study tests relations with delinquency, depressive symptoms, and self-esteem. Results support a causal relationship that declines somewhat as youth age.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/associations-between-emotional-engagement-with-school-and-behavioral-and-psychological-outcomes-across-adolescence/589818/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/associations-between-emotional-engagement-with-school-and-behavioral-and-psychological-outcomes-across-adolescence/589818.png","ImageObject",300,407,{"name":42,"@type":43},"Cipher","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is emotional engagement with school in this study?","Question",{"text":63,"@type":64},"It refers to students’ affective responses to school, peers, and teachers, including a sense of belongingness and connectedness to school.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How did the study address whether the engagement–outcome links are causal?",{"text":68,"@type":64},"It used three analytic strategies designed to reduce threats to causal inference, including lagged dependent variables, sibling fixed effects, and first-difference specifications.",{"name":70,"@type":61,"acceptedAnswer":71},"Does the relationship between emotional engagement and outcomes change as youth age?",{"text":72,"@type":64},"Across both datasets, the results are consistent with a causal relationship, but the association decreases somewhat as youth age.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},589818,1792192759,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},687208528416,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","AERA Open  \nJuly-September 2017, Vol. 3, No. 3, pp. 1–21  \nDOI: 10. 1177/2332858417712717 © The Author(s) 2017. [http://ero.sagepub.com](http://ero.sagepub.com)  \nAssociations Between Emotional Engagement With School and Behavioral and Psychological Outcomes Across Adolescence  \nAnna J. Markowitz  \nUniversity of Virginia  \nAlthough a small body of research suggests that emotional engagement with school is related to youth behavioral and psychological outcomes, it remains unclear whether these associations represent causal relationships and at what age engagement matters most for student outcomes. Using data from two large, national surveys, this study uses three analytic strategies to reduce threats to causal inference and assess whether the central relationship changes as youth age. Results across both data sets are consistent with a causal relationship between emotional engagement with school and youth behavioral and psychological outcomes that decreases somewhat as youth age. Given the importance of emotional engagement for these outcomes, and the importance of avoiding problem behaviors and maintaining healthy psychological functioning for students’long-run outcomes, research should continue to explore the ways in which schools and educational policy can influence students’engagement.  \nKeywords: socioemotional development, delinquency, depressive symptoms, self-esteem, school engagement, school connection  \nThere is a growing interest among researchers, policymakers, and practitioners in the ways in which schools influence student outcomes beyond academic skills and, in particular, how schools can prevent problem behaviors and promote positive youth development. Youth who are able to navigate the middle and high school years without engaging in problem behavior and while maintaining a positive sense of self are more likely to graduate high school and have more positive long-run labor market, health, and other outcomes (Farkas, 2011; Heckman, Stixrud, & Urzua, 2006; Wang & Fredricks, 2014). One school mechanism that may meaningfully influence students’ behavioral and psychological outcomes is emotional engagement with school, defined as students’ sense of connection to and liking of school. Previous research has associated emotional engagement with such outcomes (Fredricks, Blumenfeld, & Paris, 2004; Upadyaya & Salmela-Aro, 2013; Wang & Degol, 2014); however, two important questions must be answered before using this literature to motivate policy or practice. First, it is unclear whether these associations represent causal relationships. It is plausible that youth’s extant levels of problem behavior and psychological functioning facilitate school engagement, rather than vice versa, or that family characteristics simultaneously influence both engagement and outcomes, threats that have not been consistently addressed in the existing literature. Second, it is not clear for whom engagement matters for these outcomes, both in terms of  \nbroad generalizability and with respect to age, a variable that should directly inform intervention efforts.  \nThe current study addresses these concerns. First, it uses three robust modeling techniques in two national samples in order to provide more rigorous estimates of the association between emotional engagement and delinquent behavior, depressive symptoms, and self-esteem and to explore thereplicability of these associations. Strategies include using lagged dependent variables to reduce the threat of bidirectionality and sibling fixed effects and first-difference specifications to control for important family and child characteristics. Second, to inform policymakers about the optimal timing of engagement programs, analyses assess whether the central relationship changes as youth age. Given the importance of behavioral and psychological outcomes in the achievement of both short- and long-run educational goals, identifying whether and when emotional engagement influences these outcomes is a ","cbCaipUbBl74hn5j","https://ap.wps.com/l/cbCaipUbBl74hn5j","pdf",650756,21,"English","# Associations Between Emotional Engagement With School and Behavioral and Psychological Outcomes Across Adolescence\n## Emotional Engagement, Problem Behaviors, and Psychological Functioning\n## School Engagement","[{\"question\":\"What is emotional engagement with school in this study?\",\"answer\":\"It refers to students’ affective responses to school, peers, and teachers, including a sense of belongingness and connectedness to school.\"},{\"question\":\"How did the study address whether the engagement–outcome links are causal?\",\"answer\":\"It used three analytic strategies designed to reduce threats to causal inference, including lagged dependent variables, sibling fixed effects, and first-difference specifications.\"},{\"question\":\"Does the relationship between emotional engagement and outcomes change as youth age?\",\"answer\":\"Across both datasets, the results are consistent with a causal relationship, but the association decreases somewhat as youth age.\"}]","Associations Between Emotional Engagement With School and Behavioral and Psychological Outcomes Across Adolescence | PDF",1792068186,53]