Abstract
This longitudinal study examined school engagement and burnout profiles among early and middle adolescents before and during COVID‐19, and within‐class latent change and stability in students’ socio‐emotional skills the profiles. The longitudinal data were collected in fall 2019 and 2020 from 1381 5th to 6th, and 1374 7th to 8th grade students. Using repeated measures latent profile analyses based on school engagement and burnout we identified five study well‐being change profiles in both samples showing structural similarity: normative (53% sample 1; 69% sample 2), moderate‐decreasing (4%; 5%), high‐decreasing (17%; 10%), low‐increasing (6%;7%) and moderate‐increasing (20%; 10%) groups. The groups with increasing study well‐being showed simultaneous increase in intrapersonal socio‐emotional competencies but showed less changes in interpersonal outcomes.
Highlights
This longitudinal study examined school engagement and burnout profiles among early and middle adolescents before and during COVID-19, and within-class latent change and stability in students’ socio-emotional skills the profiles
The present study provides a unique contribution to the field by examining both 6th and 8th grade students’ longitudinal engagement and burnout change profiles in association with socio-emotional skills during the COVID-19 pandemic
We identify longitudinal latent profiles of school engagement and burnout among elementary and middle school students
Summary
This longitudinal study examined school engagement and burnout profiles among early and middle adolescents before and during COVID-19, and within-class latent change and stability in students’ socio-emotional skills the profiles. School engagement and burnout have taken a prominent place in recent developmental psychological and educational research because they provide a good overview of students’ academic and psychological functioning (Salmela-Aro & Upadyaya, 2014), and because of their potential for predicting poor academic achievement, student misbehavior and school dropout (Li & Lerner, 2011; Wang & Peck, 2013). The present study provides a unique contribution to the field by examining both 6th (early adolescents) and 8th (middle adolescents) grade students’ longitudinal engagement and burnout change profiles in association with socio-emotional skills during the COVID-19 pandemic
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