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- W4319601829 abstract "Students who have experienced adversity tend to demonstrate poorer academic outcomes than their non-maltreated peers. Academic engagement, a multidimensional, motivational construct, associated with a myriad of positive academic outcomes is an important academically-related mechanism that can be leveraged to improve the outcomes of this population. The present study aimed to better understanding of how engagement develops in the context of adversity by exploring the effects emotion regulation skills and parent–child relationships have on engagement development. Analyses were conducted on 795 participants in the NSCAW dataset. Path analysis was used to estimate mediation and moderated mediation models. Emotion regulation skills significantly mediated the effect experiencing trauma symptoms had on engagement. Parent-child relationship quality moderated the mediation effect emotion regulation skills had on the relationship between experiencing trauma symptoms and engagement. Emotion regulation skills and parent–child relationship quality are potential intervention targets to improve engagement for students who have experienced adversity." @default.
- W4319601829 created "2023-02-09" @default.
- W4319601829 creator A5030756249 @default.
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- W4319601829 date "2023-05-01" @default.
- W4319601829 modified "2023-10-17" @default.
- W4319601829 title "Adversity, engagement, and later achievement: The role of emotion regulation and parent-child relationship quality" @default.
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- W4319601829 doi "https://doi.org/10.1016/j.childyouth.2023.106862" @default.
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