Abstract
ABSTRACT School engagement has emerged as a significant predictor of positive academic and vocational outcomes. This study investigated the effects of a culturally responsive group intervention developed for African-American youth on dimensions of school engagement. Student and teacher perceptions of school engagement before, after, and 6 weeks following the intervention were analyzed for intervention effects with a particular focus on the four dimensions of engagement: academic, behavioral, cognitive, and affective engagement. Engagement patterns differed for the intervention participants and participants in the control group had lower self- and teacher-reported engagement than those who received the group intervention.
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