부산대학교 도서관

Keywords Adversity; Trauma symptoms; Academic engagement; Mediation; Moderated mediation Highlights * Academic engagement can improve outcomes for children who have faced adversity. * Emotion regulation skills explained the effect trauma symptoms had on engagement. * Parent-child relations mitigated the effect trauma symptoms had emotion regulation. * Emotion regulation skills and parent--child relations could improve engagement. Abstract Background 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. Objective 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. Participants and setting Analyses were conducted on 795 participants in the NSCAW dataset. Methods Path analysis was used to estimate mediation and moderated mediation models. Results 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. Conclusions Emotion regulation skills and parent--child relationship quality are potential intervention targets to improve engagement for students who have experienced adversity. Author Affiliation: (a) University of Miami, Department of Psychology, United States (b) The Pennsylvania State University, Department of Educational Psychology, Counseling, and Special Education, United States * Corresponding author at: Department of Psychology, University of Miami, Coral Gables, FL 33146, United States. Article History: Received 31 August 2022; Revised 23 December 2022; Accepted 5 February 2023 Byline: Casey Mullins [cxm2436@miami.edu] (a,*), Carlomagno C. Panlilio (b)