Wen Luo
Classifying Academically At-Risk First Graders into Engagement Types: Association with Long-Term Achievement Trajectories
University of Wisconsin–Milwaukee
based sample 480 academically atrisk first graders used cluster analysis involving multimethod assessment ie teacherreport peerevaluation selfreport behavioral psychological engagement identify subtypes academic engagement four theoretically practically meaningful clusters identified labeled cooperative n 95 resistive n 96 enthusiastic n 188 disaffected n 101 4 types differ iq measured universal nonverbal intelligence test cooperative group consisted female hispanic students whereas resistive group consisted male african american students cooperative group popular among peers followed enthusiastic group disaffected resistive groups emotional symptoms cooperative enthusiastic groups academic engagement types also differed growth trajectories academic achievement measured woodcock johnson iii tests achievement second fourth grade reading cooperative enthusiastic groups outperformed resistive disaffected groups beginning however growth rate similar across engagement types math engagement types differ beginning however cooperative group developed faster rate higher math achievement fourth grade types findings support importance teaching temperamentbased regulatory skills providing positive psychological climate childrens academic learning