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Artykuły w czasopismach na temat „Educational disengagement”

Autor: Grafiati

Data publikacji: 2 czerwca 2025

Data aktualizacji: 31 lipca 2025

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1

Tomaszewska-Pękała, Hanna, Paulina Marchlik, and Anna Wrona. "Reversing the trajectory of school disengagement? Lessons from the analysis of Warsaw youth’s educational trajectories." European Educational Research Journal 19, no. 5 (2019): 445–62. http://dx.doi.org/10.1177/1474904119868866.

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The theoretical framework of the paper combines the notions of school disengagement and educational trajectories. Our current research has demonstrated that several trajectories of school disengagement can be distinguished: unanticipated crisis, parabola, downward spiral, boomerang, resilient route, shading out. The text focuses on two trajectory types – the parabola, when youngsters facing increasing school disengagement are provided with substantial support and their trajectory changes its direction, and the downward spiral, which despite the support leads to further school disengagement and

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Rodrigues, Ines. "Rethinking Educational Research on School Disengagement Through Students’ Voices." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 6 (2017): 01–10. http://dx.doi.org/10.18844/prosoc.v4i6.2905.

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Several factors may lead to school disengagement and dropout. Understanding this process can help schools identify and work with young people at risk of disengaging, before this comes entrenched. This paper reports the stages and initial results of a study that used vocational school students as co-researchers to investigate the phenomenon of engagement and disengagement at a vocational school. Following the premises that young people have unique perspectives on learning, teaching and schooling, we have built a research design in which all data were collected, analysed and coded by students wh

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Zhou, Mingming, and Jing Ren. "A self-determination perspective on Chinese fifth-graders’ task disengagement." School Psychology International 38, no. 2 (2016): 149–65. http://dx.doi.org/10.1177/0143034316684532.

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Engagement in academic tasks is important. However, compared to the large body of research on task engagement, the number of studies on task disengagement is quite limited. The aim of this study is to examine the associations between the motivational (self-determination) and attitudinal antecedents (learning orientations) of task disengagement. The sample consisted of 347 fifth-graders in China. We tested two mediation models that incorporated self-determination (autonomous versus controlled), learning orientation (collaborative versus competitive), and task disengagement among Chinese primary

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Fredricks, Jennifer A., Alyssa K. Parr, Jamie L. Amemiya, Ming-Te Wang, and Scott Brauer. "What Matters for Urban Adolescents’ Engagement and Disengagement in School: A Mixed-Methods Study." Journal of Adolescent Research 34, no. 5 (2019): 491–527. http://dx.doi.org/10.1177/0743558419830638.

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This study uses a mixed-method sequential exploratory design to examine influences on urban adolescents’ engagement and disengagement in school. First, we interviewed 22 middle and high school students who varied in their level of engagement and disengagement. Support from adults and peers, opportunities to make choices, and external incentives aligned with greater engagement. In contrast, a strict disciplinary structure, an irrelevant and boring curriculum, disengaged peers, and lack of respect by adults coincided with greater disengagement. From these interviews, we tested whether these fact

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Sunawan, Sunawan, Anwar Sutoyo, Imam Setyo Nugroho, and Susilawati Susilawati. "Prediction of Moral Disengagement and Incivility Against the Honesty of Junior High School Students." Bulletin of Counseling and Psychotherapy 5, no. 1 (2023): 20–29. http://dx.doi.org/10.51214/bocp.v5i1.424.

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Honesty is a significant issue being investigated in the academic world due to the prevalence of dishonesty such as cheating and plagiarism among students. This research aims to examine the relationship between students' honesty and their moral disengagement and incivility perspectives. A correlational study was conducted with 636 students from two junior high schools in Central Java using cluster sampling. Participants completed the academic integrity scale, moral disengagement scale, and incivility scale. The results indicated that moral disengagement and incivility significantly predict stu

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Hosie, Alison C. S. "‘I Hated Everything About School’: An Examination of the Relationship between Dislike of School, Teenage Pregnancy and Educational Disengagement." Social Policy and Society 6, no. 3 (2007): 333–47. http://dx.doi.org/10.1017/s1474746407003661.

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This article explores the educational experiences of 93 young women who experienced pregnancy at school in England, in order to examine the relationship between dislike of school, teenage pregnancy and educational disengagement. The article argues that a strong dislike of school, pre-pregnancy, is often at the root of disengagement before pregnancy, a situation often exacerbated when the news of pregnancy is met with prevailing negative attitudes within school. However, once pregnant, educational alternatives to school frequently provide a route back into, and a changed perception of education

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Galand, Benoît, Catherine Lecocq, and Pierre Philippot. "School violence and teacher professional disengagement." British Journal of Educational Psychology 77, no. 2 (2007): 465–77. http://dx.doi.org/10.1348/000709906x114571.

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Jobin, Joelle, and Carsten Wrosch. "Goal disengagement capacities and severity of disease across older adulthood." International Journal of Behavioral Development 40, no. 2 (2015): 137–44. http://dx.doi.org/10.1177/0165025415597549.

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This study examined age-related associations between goal disengagement capacities, emotional distress, and disease severity across older adulthood. Given that an age-related increase in the experience of stressors might render important goals unattainable, it is expected that goal disengagement capacities would predict a decrease in the severity of experienced illness (i.e., the common cold) by preventing emotional distress (i.e., depressive symptoms), particularly so among individuals in advanced (as compared to early) old age. This hypothesis was tested in a 6-year longitudinal study of 131

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Gini, Gianluca, Robert Thornberg, Kay Bussey, Federica Angelini, and Tiziana Pozzoli. "Longitudinal Links of Individual and Collective Morality with Adolescents’ Peer Aggression." Journal of Youth and Adolescence 51, no. 3 (2021): 524–39. http://dx.doi.org/10.1007/s10964-021-01518-9.

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AbstractAdolescents’ aggressive behavior has been often linked to biases in morality. However, limited knowledge is available regarding the relative strength of different moral correlates, both at the individual and class-level, in predicting different types of aggressive behavior over time. To address this gap, the present study tested the prospective associations of moral identity and moral disengagement with reactive and proactive aggression in a short-term longitudinal study. The sample consisted of 1158 Italian adolescents (48.7% females; Mage = 13.6 years, SD = 1.1). Participants complet

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Myers, Carrie-Anne, and Helen Cowie. "Cyberbullying Across the Lifespan of Education: Issues and Interventions from School to University." International Journal of Environmental Research and Public Health 16, no. 7 (2019): 1217. http://dx.doi.org/10.3390/ijerph16071217.

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Brandstätter, Veronika, and Marcel Herrmann. "Goal disengagement in emerging adulthood." International Journal of Behavioral Development 40, no. 2 (2015): 117–25. http://dx.doi.org/10.1177/0165025415597550.

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In emerging adulthood, being committed to and making progress on important personal goals constitutes a source of identity and well-being. Goal striving, however, does not always go without problems. Even though highly committed to a goal, individuals may experience recurring setbacks and, consequently, increasing doubts about the goal that might culminate in an action crisis, that is, an intra-psychic decisional conflict about whether to disengage from or to continue on their way. Action crises have been shown to lead to negative consequences on well-being and performance. Besides these negat

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Mulhearn, Shannon, Ladan Ghazi-Saidi, Martonia Gaskill, and Dawn Mollenkopf. "Do Changing Times Call for Changing Definitions?" Journal of Trauma Studies in Education 3, no. 2 (2024): 1–18. http://dx.doi.org/10.70085/jtse.v3i2.5713.

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Scholars have noted changes in student engagement following the return to university classes after the COVID-19 lockdowns. The purpose of this study was to describe the perceptions of higher education instructors regarding student engagement over the past three years. The research team shared a link to an electronic questionnaire to recruit participants (n=108). Questions focused on common signs of disengagement and asked faculty about changes they perceived in students’ engagement prior to, during, and following the lockdowns. Following the return to classes, late work was perceived most ofte

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Blondal, Kristjana S., and Sigrun Adalbjarnardottir. "Student Disengagement in Relation to Expected and Unexpected Educational Pathways." Scandinavian Journal of Educational Research 56, no. 1 (2012): 85–100. http://dx.doi.org/10.1080/00313831.2011.568607.

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Akhlaq, Amna, Faiz Younas, and Shazia Qayyum. "MISANTHROPIC ATTITUDE IN EMERGING ADULTS: EXPLORING THE ROLE OF RELIGIOUS INTOLERANCE AND MORAL DISENGAGEMENT." Gomal University Journal of Research 40, no. 4 (2024): 503–17. https://doi.org/10.51380/gujr-40-04-09.

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The present study examined the relationship amid religious intolerance, moral disengagement and misanthropy in adults. In order to examine the hypothesized relationship, a cross-sectional correlational research design was employed to collect data from a sample of 200 emerging adults (n = 104 men, n = 96 women) aged (18-25) years (M=21.14, SD=1.98) by using a nonprobability convenient sampling technique. The study variables were assessed through the Interreligious Sensitivity Scale (Holm, Nokelainen & Tirri, 2011), the Moral Disengagement Scale for Adults (Saif & Riaz, 2021), and Misant

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15

Romera, Eva M., Rosario Ortega-Ruiz, Kevin Runions, and Antonio Camacho. "Bullying Perpetration, Moral Disengagement and Need for Popularity: Examining Reciprocal Associations in Adolescence." Journal of Youth and Adolescence 50, no. 10 (2021): 2021–35. http://dx.doi.org/10.1007/s10964-021-01482-4.

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AbstractPrecursors and consequences of bullying have been widely explored, but much remains unclear about the association of moral and motivational factors. This study examined longitudinal associations between need for popularity, moral disengagement, and bullying perpetration. A total of 3017 participants, aged 11 to 16 years in wave 1 (49% girls; Mage = 13.15, SD = 1.09), were surveyed across four waves with six-month intervals. At the between-person level, cross-lagged modeling revealed a positive bidirectional association between moral disengagement and need for popularity; bullying perpe

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Lin, Hung-Chu, and Josephine Janice. "Disengagement is as revealing as prosocial action for young children’s responding to strangers in distress: How personal distress and empathic concern come into play." International Journal of Behavioral Development 44, no. 6 (2020): 515–24. http://dx.doi.org/10.1177/0165025420912015.

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In a paradigm of simulated stranger distress designed to elicit empathic arousal, this study examined multiple elements of responding in 61 preschoolers. Disengagement from stranger distress was underscored in addition to prosocial responding. All children encountered a female adult stranger feigning stomach ache followed by an infant manikin emitting cry sound in a bassinet. Behaviors were coded for other-oriented behaviors, personal distress, and disengagement. In contrast to the traditional supposition, behaviors indicative of personal distress covaried positively with empathic concern and

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Bodkin-Andrews, Gawaian H., Anthony Dillon, and Rhonda G. Craven. "Bangawarra'gumada — Strengthening the Spirit: Causal Modelling of Academic Self-Concept and Patterns of Disengagement for Indigenous and Non-Indigenous Australian Students." Australian Journal of Indigenous Education 39, no. 1 (2010): 24–39. http://dx.doi.org/10.1375/s1326011100000892.

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AbstractThe notion of academic disengagement, regardless of its specific conceptualisation (e.g., cognitive, affective, or behavioural) is one that has received considerable attention within the educational and social psychological literature, especially with regard to disadvantaged minority groups. Akhough such research has done much to identify the complexity of factors as to why some minority groups may disengage from the schooling system (extending well beyond rightfully maligned deficit models), there is a still a need to empirically identify factors that may lesson the risk of disengagem

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Rahmawaty, Patria, Zulkarnain Zulkarnain, and Andra Ade Riyanto. "Exploring the relationship between personality traits and sexual harassment in Indonesian university students." International Journal of Public Health Science (IJPHS) 14, no. 2 (2025): 1022. https://doi.org/10.11591/ijphs.v14i2.25312.

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Sexual harassment in educational institutions has long been a global concern. Various studies on sexual violence have been carried out, but research on personality, power, and moral disengagement, which are associated with sexual harassment behavior among students in higher education, was still limited. Therefore, this research aims to investigate the influence of personality, power, and moral disengagement on sexual harassment behavior among students in higher education. This research involved 403 students from 5 universities in Balikpapan City, East Kalimantan Province, Indonesia. We used st

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Naureen, Sadaf, Samina Rashid, and Fauzia Tariq. "Parental Expectations and Student’s Morality Mediating Role of Frustration Intolerance." Academy of Education and Social Sciences Review 4, no. 2 (2024): 236–48. http://dx.doi.org/10.48112/aessr.v4i2.768.

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This study aimed to examine how student morality was affected by parents’ expectations and the emphasis was on moral disengagement and academic dishonesty. The study further demonstrated the mediating role of frustration intolerance between parental expectations and students’ morality. A sample of students was chosen from various educational institutions (colleges and universities) in the Attock and Wah Cantt districts. For data collection, the researchers used four reliable scales namely, Living up Parental Expectations Inventory (LPEI), Frustration Discomfort Scale (FDS), Moral Disengagement

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Verkuyten, Maykel, and Peary Brug. "Educational Performance and Psychological Disengagement Among Ethnic-Minority and Dutch Adolescents." Journal of Genetic Psychology 164, no. 2 (2003): 189–200. http://dx.doi.org/10.1080/00221320309597977.

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Cuadrado-Gordillo, Isabel, Inmaculada Fernández-Antelo, and Guadalupe Martín-Mora Parra. "Moral Development in Adolescents as A Key Indicator for The Prevention of Violent Behavior in Their Couples’ Relationships." European Journal of Teaching and Education 2, no. 3 (2020): 50–58. http://dx.doi.org/10.33422/ejte.v2i3.494.

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Dating violence is a multidimensional and cross-cultural problem that in the last decade has extended worryingly to teenage age. The consequences are so serious and lasting over time that they cause serious psychological, educational, family and social implications. Knowledge of predictive indicators and the consequences that these aggression and victimization processes cause, can offer an important guide for the design of prevention and intervention protocols that contribute to decrease the prevalence of cases, to facilitate their identification, to give an answer faster and more efficient. T

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Schetsche, C. "Pathways Through Coping Strategies to Psychological Symptoms: Structural Equation Modeling That Highlights the Importance of Social Support." Консультативная психология и психотерапия 30, no. 1 (2022): 67–92. http://dx.doi.org/10.17759/cpp.2022300105.

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Relevance. Engagement strategies (e.g., cognitive restructuring, problem solving, and social support) include an active effort to manage stressful situations, and disengagement strategies (e.g., self-criticism, wishful thinking, problem avoidance and emotional concealment) are characterized by behaviors and thoughts that do not intend to modify the situation. Several studies have shown that disengagement coping strategies have the largest effects on psychological symptoms. Goal. To identify which engagement strategies are most effective in reducing the probability of using disengagement strate

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Parra Grajales, Maria Fernanda, Estefanía Zamora Vásquez, and María Clara Cuevas Jaramillo. "Moral Disengagement in Emerging Adults’ Attitudes towards the Colombian Peace Accords." Universitas Psychologica 18, no. 5 (2019): 1–17. http://dx.doi.org/10.11144/javeriana.upsy18-5.mdea.

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In the framework of Colombia’s peace process, we explore the moral disengagement in the attitudes of Colombians from Cali towards the first version of the Peace Accords. To achieve this, we conducted 12 in-depth interviews with emerging adults. Participant characteristics considered in the study include how they voted in the 2016 peace referendum, age, sex, socioeconomic status and educational level. The transcripts were analyzed through a content analysis applying consensual qualitative research (CQR) guidelines and considering the identity markers mentioned above. The results show that most

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McLean, Lavinia, and Mark D. Griffiths. "Moral Disengagement Strategies in Videogame Players and Sports Players." International Journal of Cyber Behavior, Psychology and Learning 8, no. 4 (2018): 1–25. http://dx.doi.org/10.4018/ijcbpl.2018100101.

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Research in the area of video game play and sports psychology has suggested that specific strategies are often employed by players to justify aggressive behaviour used during gameplay. The present study investigates the relationship between game play and moral disengagement strategies in a group of 605 adults who played violent videogames or regularly played competitive sports. The results suggest that sports players were more likely than violent game players to endorse moral disengagement strategies. The video gamers were more likely to use a specific set of moral disengagement strategies (i.

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Lamy, Dominique. "Reevaluating the disengagement hypothesis." Acta Psychologica 135, no. 2 (2010): 127–29. http://dx.doi.org/10.1016/j.actpsy.2010.05.009.

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Seglem, Karoline B., Brit Oppedal, and Espen Roysamb. "Daily hassles and coping dispositions as predictors of psychological adjustment." International Journal of Behavioral Development 38, no. 3 (2014): 293–303. http://dx.doi.org/10.1177/0165025414520807.

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This study examined daily hassles and coping dispositions in relation to life satisfaction and depressive symptoms among resettled unaccompanied refugees and other youth in the resettlement country. A total of 223 unaccompanied refugees ( M = 20 years) was compared with 609 ethnic minority and 427 majority youth in Norway. Unaccompanied refugees reported higher levels of depressive symptoms, daily hassles and engagement and disengagement coping than the other two groups, but equal level of life satisfaction. Daily hassles and disengagement coping predicted lower life satisfaction and more depr

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Reeve, Johnmarshall, Sung Hyeon Cheon, and Tae Ho Yu. "An autonomy-supportive intervention to develop students’ resilience by boosting agentic engagement." International Journal of Behavioral Development 44, no. 4 (2020): 325–38. http://dx.doi.org/10.1177/0165025420911103.

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In the face of everyday classroom challenges, students display resilience by responding with increased agentic engagement. We hypothesized that this tendency toward greater initiative and lesser passivity was both an outcome of autonomy need satisfaction and autonomy-supportive teaching and a predictor of students’ future capacity to experience autonomy satisfaction and to recruit autonomy support. Twenty-two physical education (PE) teachers and their 1,422 Korean students (648 females, 773 males; 929 middle schoolers, 493 high schoolers) were randomly assigned to participate in an autonomy-su

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Rifani, Endang, Sugiyo Sugiyo, and Edy Purwanto. "The Mediation Effect of Moral Disengagement on Spiritual-Religious Attitudes and Academic Dishonesty among Guidance and Counseling Students." Islamic Guidance and Counseling Journal 4, no. 1 (2021): 33–42. http://dx.doi.org/10.25217/igcj.v4i1.1147.

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Academic dishonesty is a morality problem that is often found in every level of education. It becomes a concern among guidance and counseling practitioner in the educational context. Regarding previous studies, spiritual-religious attitudes and moral disengagement predict individuals’ academic dishonesty. To complete the gap of those studies, the current study investigated the role of moral disengagement to mediate the relationship between spiritual-religious attitudes and academic dishonesty in university students. There were 292 respondents from four universities in Semarang participated in

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Johnson, Nailah, Makyra Farmer, and Danielle D. Dickens. "Is My Anger Justified? The Influence of Gendered Racial Identity Centrality on the Relationship Between Internalization of the Sapphire Stereotype and Disengagement Coping Among Black Women." Psi Chi Journal of Psychological Research 29, no. 4 (2024): 255–64. http://dx.doi.org/10.24839/2325-7342.jn29.4.255.

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Historically, Black women have been susceptible to the effects of race- and gender-related stress, such as the sexually promiscuous Jezebel or the motherly Mammy stereotypes. However, few studies have centered on the influence of the Sapphire stereotype—defined as being overbearing, emasculating, and aggressive—on Black women’s health. Due to these stereotypes, Black women may utilize different coping strategies such as disengagement coping—limiting one’s interpersonal interactions—to manage these stressors. Yet, little research has specifically examined how Black women’s gendered racial ident

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Park, Hyunjoon. "Effects of single parenthood on educational aspiration and student disengagement in Korea." Demographic Research 18 (May 16, 2008): 377–408. http://dx.doi.org/10.4054/demres.2008.18.13.

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Deed, Craig G. "Teacher Perspectives On Early Intervention For Students At-risk of Educational Disengagement." International Journal of Interdisciplinary Social Sciences: Annual Review 1, no. 1 (2006): 45–52. http://dx.doi.org/10.18848/1833-1882/cgp/v01i01/52265.

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Smyth, John. "Australia's great disengagement with public education and social justice in educational leadership." Journal of Educational Administration and History 40, no. 3 (2008): 221–33. http://dx.doi.org/10.1080/00220620802507219.

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Macdonald, Stephen J. "Biographical pathways into criminality: understanding the relationship between dyslexia and educational disengagement." Disability & Society 27, no. 3 (2012): 427–40. http://dx.doi.org/10.1080/09687599.2012.654992.

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Meter, Diana J., and Sheri Bauman. "Moral Disengagement About Cyberbullying and Parental Monitoring: Effects on Traditional Bullying and Victimization via Cyberbullying Involvement." Journal of Early Adolescence 38, no. 3 (2016): 303–26. http://dx.doi.org/10.1177/0272431616670752.

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The indirect effects of moral disengagement about cyberbullying and parental monitoring on traditional victimization and bullying via cyberbullying involvement were examined in a diverse sample of 800 youth in Grades 3 to 8. After controlling for grade and gender, moral disengagement about cyberbullying and parental monitoring had an indirect effect on traditional victimization and bullying through cyberbullying involvement. Moral disengagement about cyberbullying and parental monitoring had a direct effect on traditional bullying. Results suggest that moral disengagement about cyberbullying a

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Martinot, Delphine, Ann Beaton, Francine Tougas, Sandrine Redersdorff, and Natalie Rinfret. "Links between psychological disengagement from school and different forms of self-esteem in the crucial period of early and mid-adolescence." Social Psychology of Education 23, no. 6 (2020): 1539–64. http://dx.doi.org/10.1007/s11218-020-09592-w.

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AbstractThe purpose of this study was to test the links between psychological disengagement from academics and self-esteem during two different periods of adolescence. Previous research provided mixed findings on the links between both psychological disengagement mechanisms (i.e., discounting and devaluing) and self-esteem. To clarify this relationship, global self-esteem as well as self-esteem in school attainment and social domains were assessed among 142 early-adolescents (aged 11 to 12) and 172 mid-adolescents (aged 13 to 15). According to the Psychological Disengagement Model, it was pred

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Ma, Isaac Gbadeh Jolokleh,, Chrispus K. Wawire, and David G. Kariuki. "Parental Involvement in Child’s Education as Correlate of School Disengagement Among Primary School Pupils in Liberia." International Journal of Research and Innovation in Social Science VII, no. VII (2023): 1671–89. http://dx.doi.org/10.47772/ijriss.2023.70830.

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School disengagement is a challenging educational issue in Liberia, despite its wide-ranging social effects. There has been minimal research on psychological factors that may affect students’ academic performance, and these variables have primarily been blamed for this school disengagement. Parental involvement in child’s education and school disengagement in Liberia were examined in this study. Palkovitz’s parental involvement theory guided the research. Correlational research was used. Targeted population were 636 fifth graders and 636 parents. Proportionate sampling picked five public schoo

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Wise, Steven L. "The Impact of Test-Taking Disengagement on Item Content Representation." Applied Measurement in Education 33, no. 2 (2020): 83–94. http://dx.doi.org/10.1080/08957347.2020.1732386.

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Santos, Sofia A., Cosmin Nada, Eunice Macedo, and Helena C. Araújo. "What do young adults’ educational experiences tell us about Early School Leaving processes?" European Educational Research Journal 19, no. 5 (2020): 463–81. http://dx.doi.org/10.1177/1474904120946885.

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What leads young people to disengage and leave school early? This paper focuses on young adults’ educational trajectories, with the objective of identifying useful insights for improving school measures and strategies against early school leaving and school disengagement. Specifically, it draws upon an empirical study with young adults from the north of Portugal. Longitudinal bio-interviews took place with young men and women, aged 17 to 24, who were enrolled in secondary education at mainstream schools or in alternative learning contexts or who were early school leavers. A set of critical mom

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Nakagawa, Atsuko, and Masune Sukigara. "Early development of attentional disengagement and phasic alertness." Infant Behavior and Development 55 (May 2019): 38–45. http://dx.doi.org/10.1016/j.infbeh.2019.02.004.

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Mazzone, Angela, Takuya Yanagida, Simona C. S. Caravita, and Dagmar Strohmeier. "Moral Emotions and Moral Disengagement: Concurrent and Longitudinal Associations With Aggressive Behavior Among Early Adolescents." Journal of Early Adolescence 39, no. 6 (2018): 839–63. http://dx.doi.org/10.1177/0272431618791276.

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The complex temporal associations among moral disengagement, moral emotions, and aggressive behavior were investigated within a short-term four-wave longitudinal study in a sample of early adolescents (at T1: N = 245; Mage = 12.16 years; SD = 0.85). Moral disengagement and aggressive behavior were investigated by validated self-report scales. Shame and guilt were assessed in response to six-story vignettes. A series of four-wave longitudinal mediation analyses were conducted to test several theoretically meaningful models. Mediation models revealed positive reciprocal longitudinal effects betw

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Pyne, Jaymes. "Suspended Attitudes: Exclusion and Emotional Disengagement from School." Sociology of Education 92, no. 1 (2018): 59–82. http://dx.doi.org/10.1177/0038040718816684.

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We know far less about the unintended social-psychological consequences of out-of-school suspensions on students than we do of the academic, behavioral, and civic consequences. Drawing on theories of socialization and deviance, I explore how suspension events influence students’ emotional engagement in school through changes in their attitudes. Using longitudinal middle school survey data connected to individual student administrative records, I find that students who receive out-of-school suspensions are psychologically vulnerable prior to their removal from school. Accounting for demographic

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Frisby-Osman, Sarah, and Jane L. Wood. "Rethinking How We View Gang Members: An Examination into Affective, Behavioral, and Mental Health Predictors of UK Gang-Involved Youth." Youth Justice 20, no. 1-2 (2020): 93–112. http://dx.doi.org/10.1177/1473225419893779.

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Mental health difficulties, conduct problems, and emotional maladjustment predict a range of negative outcomes, and this may include gang involvement. However, few studies have examined how behavioral, mental health, socio-cognitive, and emotional factors all relate to adolescent gang involvement. This study examined 91 adolescents to compare non-gang with gang-involved youth on their conduct problems, emotional distress, guilt-proneness, anxiety and depression, and use of moral disengagement and rumination. Analyses revealed that gang-involved youth had higher levels of anxiety, depression, m

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Caravita, Simona C. S., Dagmar Strohmeier, Christina Salmivalli, and Paola Di Blasio. "Bullying immigrant versus non-immigrant peers: Moral disengagement and participant roles." Journal of School Psychology 75 (August 2019): 119–33. http://dx.doi.org/10.1016/j.jsp.2019.07.005.

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Chávez-Ventura, Gina, Henry Santa-Cruz-Espinoza, Julio Domínguez-Vergara, and Nancy Negreiros-Mora. "Moral Disengagement, Dark Triad and Face Mask Wearing during the COVID-19 Pandemic." European Journal of Investigation in Health, Psychology and Education 12, no. 9 (2022): 1300–1310. http://dx.doi.org/10.3390/ejihpe12090090.

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Not wearing a face mask, despite the sanitary recommendation, represented a public health risk during the COVID-19 pandemic. For this reason, the aim of the study was to determine the mediating role of moral disengagement in the relationship between the dark triad and face mask wearing during the second wave of the pandemic. We worked with a sample made up of 534 adults, who were administered the Dirty Dozen Dark test, the Moral Disengagement Mechanisms Scale and a questionnaire on the frequency of use of face masks. The results showed that moral disengagement mediates the effect of each trait

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Llorent, Vicente J., Adriana Diaz-Chaves, Izabela Zych, Estera Twardowska-Staszek, and Inmaculada Marín-López. "Bullying and Cyberbullying in Spain and Poland, and Their Relation to Social, Emotional and Moral Competencies." School Mental Health 13, no. 3 (2021): 535–47. http://dx.doi.org/10.1007/s12310-021-09473-3.

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AbstractBullying and cyberbullying have been intensively studied in many countries, and research on the topic has been fruitful. Nevertheless, it is still necessary to advance knowledge on bullying and cyberbullying in many geographical areas and to discover their risk and protective factors. The objective of this study was to describe and compare the involvement in different bullying and cyberbullying roles in Spain and Poland, identifying risk and protective factors such as moral disengagement, social and emotional competencies, moral emotions and empathy. This study was carried out with a s

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Pacheco-Colón, Ileana, Samuel W. Hawes, Jacqueline C. Duperrouzel, and Raul Gonzalez. "Evidence Lacking for Cannabis Users Slacking: A Longitudinal Analysis of Escalating Cannabis Use and Motivation among Adolescents." Journal of the International Neuropsychological Society 27, no. 6 (2021): 637–47. http://dx.doi.org/10.1017/s135561772000096x.

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AbstractObjective:Reduced motivation is often noted as a consequence of cannabis use. However, previous work has yielded mixed results and focused largely on adults. To address these limitations, this study examined longitudinal associations between cannabis use and self-reported motivation in a large adolescent sample.Method:Participants were 401 adolescents aged 14–17 at baseline who completed five bi-annual assessments. We assessed motivation at three timepoints using two self-report questionnaires: the Apathy Evaluation Scale and the Motivation and Engagement Scale (disengagement, persiste

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TSIARA, EFTHYMIA, and KONSTANTINA RENTZOU. "The emotional expressions of preschool children who disengage from the learning process." INTERNATIONAL JOURNAL OF EDUCATIONAL INNOVATION 6, no. 5 (2024): 83–91. https://doi.org/10.69685/czoj6271.

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Active participation of children in the learning process is an indication of current performance and a predictor of successful schooling. In contrast, disengagement from the learning process is associated with resignation and the formation of an ineffective academic identity that can lead to school dropout in the long term. At the same time, active participation and disengagement from the learning process are linked to and shaped by the emotional state of children. This announcement presents the results of a broader research, which aims to capture the emotional expressions of preschool childre

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Berger, Christian, and Ana Andaur. "Integrating prosocial and proenvironmental behaviors: the role of moral disengagement and peer social norms." Psychology, Society & Education 14, no. 3 (2022): 18–28. http://dx.doi.org/10.21071/psye.v14i3.15113.

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Prosocial behaviors, and more recently, proenvironmental behaviors, have been proposed as two dimensions of an overarching disposition towards the common good. Both behaviors imply a moral dimension and are influenced by the social contexts in which they unfold. In the present study we test these associations, assessing the effect of moral disengagement and peer social norms on prosocial and proenvironmental behaviors. We analyzed the first data wave of an ongoing longitudinal study including 704 Chilean adolescents (301 male, 378 female and 25 do not answer; from 6th to 10th graders). Structu

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Radchikova, N. P., M. A. Odintsova, and M. G. Sorokova. "Prerequisites for Accepting the Digital Educational Environment in New Cultural and Historical Conditions." Cultural-Historical Psychology 17, no. 3 (2021): 115–24. http://dx.doi.org/10.17759/chp.2021170315.

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According to cultural historical activity theory motivation, adaptability, study-related experience (“perezhivanie”), and moral codes may be considered as prerequisites for Digital educational environment (DEE) acceptance. To measure the attitudes towards DEE a Scale for Assessing University Digital Edu¬cational Environment was used (AUDEE Scale by M. Sorokova, M. Odintsova, and N. Radchikova). Aca¬demic motivation was evaluated by “Academic Motivation Scales” Questionnaire (by T. Gordeeva, O. Sy¬chev, and E. Osin). Study-related experiences were measured by Activity-Related Experiences Assess

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Decker, Scott H., David C. Pyrooz, and Richard K. Moule. "Disengagement From Gangs as Role Transitions." Journal of Research on Adolescence 24, no. 2 (2014): 268–83. http://dx.doi.org/10.1111/jora.12074.

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