Moderating Role of Income on Trauma and Anxiety Predicting School Engagement in Adolescents
Author
Augustinovic, Antonija
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This item will be available on: 2025-05-01
Abstract
School engagement has a significant impact on children’s overall success within the school system. Children with high levels of engagement exhibit strong academic achievement, persistence through academic struggles, effective social skills, and avoidance of drop out. Children with low levels of engagement show signs of low cognitive performance, disruptive behaviors, absences, and dropout risk. Yet, specific causes for disengagement are largely unknown. The present study analyzed the degree to which adverse childhood experiences (ACEs) and anxiety affect school engagement levels. Researchers used a public dataset from the National Survey of Children’s Health to study adolescents, specifically between the ages of 10 to 17. Data reflected that as the number of ACEs increased in adolescents, the likelihood of school engagement decreased. Similarly, as the severity in anxiety increased, engagement decreased. The study also analyzed the degree to which socioeconomic status moderates the relationship between number of ACEs and severity of anxiety impacting the likelihood of school engagement. Results suggested that as ACEs increased, the likelihood of decreased levels of school engagement was more prominent in low income communities when compared to students that reside in areas that are middle income and high income. When analyzing students below the poverty line, results were inconclusive. Income did not moderate the likelihood of school engagement as the severity of anxiety increased. The results indicate the need for early schoolwide intervention for coping skills as well as prevention programs designed to target those at risk of dropping out, especially within low income populations. Future research should investigate the moderating role of culture as well as the impact of the recent COVID-19 pandemic on anxiety and trauma, which may have influenced the projection of school engagement levels.
Date
2023-04-27
Citation:
APA:
Augustinovic, Antonija.
(April 2023).
Moderating Role of Income on Trauma and Anxiety Predicting School Engagement in Adolescents
(Master's Thesis, East Carolina University). Retrieved from the Scholarship.
(http://hdl.handle.net/10342/12863.)
MLA:
Augustinovic, Antonija.
Moderating Role of Income on Trauma and Anxiety Predicting School Engagement in Adolescents.
Master's Thesis. East Carolina University,
April 2023. The Scholarship.
http://hdl.handle.net/10342/12863.
April 29, 2024.
Chicago:
Augustinovic, Antonija,
“Moderating Role of Income on Trauma and Anxiety Predicting School Engagement in Adolescents”
(Master's Thesis., East Carolina University,
April 2023).
AMA:
Augustinovic, Antonija.
Moderating Role of Income on Trauma and Anxiety Predicting School Engagement in Adolescents
[Master's Thesis]. Greenville, NC: East Carolina University;
April 2023.
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Publisher
East Carolina University