Patterns and predictors of adolescent engagement in a mindfulness‐based social–emotional learning program
Introduction Although mindfulness‐based interventions (MBIs) show promise for promoting positive youth development, little is known about student engagement in MBIs. Initial research presents mixed findings in MBI engagement related to participant characteristics, and there is a lack of research exa...
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| Veröffentlicht in: | Journal of adolescence (London, England.) England.), 2024-06, Vol.96 (4), p.732-745 |
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| container_title | Journal of adolescence (London, England.) |
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| creator | Roudebush, McKenna Murray, Desiree W. Netschytailo, Hannah Jensen, Todd M. |
| description | Introduction
Although mindfulness‐based interventions (MBIs) show promise for promoting positive youth development, little is known about student engagement in MBIs. Initial research presents mixed findings in MBI engagement related to participant characteristics, and there is a lack of research examining the influence of context on engagement, despite the critical role context plays in academic engagement. This study examines the contribution of student demographic characteristics and classroom context to MBI engagement.
Methods
Survey engagement data were collected at three time points from 106 ninth grade students (Mage = 14.17 years, 60.4% female, 44.2% Black, 24.8% Hispanic/Latino) who participated in the Be CALM program during the 2021–2022 school year. Latent growth curve modeling was used to examine trajectory of student engagement and assess student and classroom predictors of engagement.
Results
There was no overall change in the trajectory of student engagement, although variability was observed across classes. Identifying as Hispanic/Latino was associated with lower engagement (β = −.25, p = .008), although this did not appear to be related to program experience. Peer connections predicted engagement at the end of the program (β = .39, p |
| doi_str_mv | 10.1002/jad.12294 |
| format | Article |
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Although mindfulness‐based interventions (MBIs) show promise for promoting positive youth development, little is known about student engagement in MBIs. Initial research presents mixed findings in MBI engagement related to participant characteristics, and there is a lack of research examining the influence of context on engagement, despite the critical role context plays in academic engagement. This study examines the contribution of student demographic characteristics and classroom context to MBI engagement.
Methods
Survey engagement data were collected at three time points from 106 ninth grade students (Mage = 14.17 years, 60.4% female, 44.2% Black, 24.8% Hispanic/Latino) who participated in the Be CALM program during the 2021–2022 school year. Latent growth curve modeling was used to examine trajectory of student engagement and assess student and classroom predictors of engagement.
Results
There was no overall change in the trajectory of student engagement, although variability was observed across classes. Identifying as Hispanic/Latino was associated with lower engagement (β = −.25, p = .008), although this did not appear to be related to program experience. Peer connections predicted engagement at the end of the program (β = .39, p < .001). Post hoc analyses suggested that student engagement may be related to teacher program delivery quality.
Conclusions
Student engagement in MBIs appears related to classroom context more than student characteristics, although further research with larger samples is needed to assess the link between engagement and program outcomes. Findings have implications for designing school‐based MBIs and training school staff to deliver them in culturally responsive ways.
Conditional latent growth model of demographic and contextual predictors on student engagement.</description><identifier>ISSN: 0140-1971</identifier><identifier>EISSN: 1095-9254</identifier><identifier>DOI: 10.1002/jad.12294</identifier><identifier>PMID: 38284485</identifier><language>eng</language><publisher>England: John Wiley & Sons, Inc</publisher><subject>Adolescent development ; Classrooms ; Grade 9 ; High School Students ; Hispanic Americans ; Learner Engagement ; Mindfulness ; Participant Characteristics ; peer connections ; Student Characteristics ; student engagement ; Student participation</subject><ispartof>Journal of adolescence (London, England.), 2024-06, Vol.96 (4), p.732-745</ispartof><rights>2024 Foundation for Professionals in Services to Adolescents.</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><cites>FETCH-LOGICAL-c3134-9396ca91356cd3d31d5c8836c6a1dd420ad25b69b6f452396fe68a8e87c2dad3</cites><orcidid>0000-0002-1554-1665 ; 0000-0002-6930-899X ; 0000-0001-6201-2021 ; 0009-0005-7165-3441</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://onlinelibrary.wiley.com/doi/pdf/10.1002%2Fjad.12294$$EPDF$$P50$$Gwiley$$H</linktopdf><linktohtml>$$Uhttps://onlinelibrary.wiley.com/doi/full/10.1002%2Fjad.12294$$EHTML$$P50$$Gwiley$$H</linktohtml><link.rule.ids>314,780,784,1417,27924,27925,33774,45574,45575</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/38284485$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Roudebush, McKenna</creatorcontrib><creatorcontrib>Murray, Desiree W.</creatorcontrib><creatorcontrib>Netschytailo, Hannah</creatorcontrib><creatorcontrib>Jensen, Todd M.</creatorcontrib><title>Patterns and predictors of adolescent engagement in a mindfulness‐based social–emotional learning program</title><title>Journal of adolescence (London, England.)</title><addtitle>J Adolesc</addtitle><description>Introduction
Although mindfulness‐based interventions (MBIs) show promise for promoting positive youth development, little is known about student engagement in MBIs. Initial research presents mixed findings in MBI engagement related to participant characteristics, and there is a lack of research examining the influence of context on engagement, despite the critical role context plays in academic engagement. This study examines the contribution of student demographic characteristics and classroom context to MBI engagement.
Methods
Survey engagement data were collected at three time points from 106 ninth grade students (Mage = 14.17 years, 60.4% female, 44.2% Black, 24.8% Hispanic/Latino) who participated in the Be CALM program during the 2021–2022 school year. Latent growth curve modeling was used to examine trajectory of student engagement and assess student and classroom predictors of engagement.
Results
There was no overall change in the trajectory of student engagement, although variability was observed across classes. Identifying as Hispanic/Latino was associated with lower engagement (β = −.25, p = .008), although this did not appear to be related to program experience. Peer connections predicted engagement at the end of the program (β = .39, p < .001). Post hoc analyses suggested that student engagement may be related to teacher program delivery quality.
Conclusions
Student engagement in MBIs appears related to classroom context more than student characteristics, although further research with larger samples is needed to assess the link between engagement and program outcomes. Findings have implications for designing school‐based MBIs and training school staff to deliver them in culturally responsive ways.
Conditional latent growth model of demographic and contextual predictors on student engagement.</description><subject>Adolescent development</subject><subject>Classrooms</subject><subject>Grade 9</subject><subject>High School Students</subject><subject>Hispanic Americans</subject><subject>Learner Engagement</subject><subject>Mindfulness</subject><subject>Participant Characteristics</subject><subject>peer connections</subject><subject>Student Characteristics</subject><subject>student engagement</subject><subject>Student participation</subject><issn>0140-1971</issn><issn>1095-9254</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2024</creationdate><recordtype>article</recordtype><sourceid>BHHNA</sourceid><recordid>eNp10b1uFDEUBWALEZElUPACyBINFJP4f2fKKCRAFAmK9NZd-87KK48d7BlF6fIISLxhngSHDRRIVHbx6fj6HkLecHbMGRMnO_DHXIhBPSMrzgbdDUKr52TFuGIdH9b8kLysdceaXRv9ghzKXvRK9XpFpm8wz1hSpZA8vSnog5tzqTSPFHyOWB2mmWLawhanx2tIFOgUkh-XmLDWh_sfG6joac0uQHy4_4lTnkNOEGlEKCmkbQvO2wLTK3IwQqz4-uk8ItcX59dnn7urr5--nJ1edU5yqbpBDsbBwKU2zksvudeu76VxBrj3SjDwQm_MsDGj0qLhEU0PPfZrJzx4eUTe72Pbs98XrLOdQvtHjJAwL9WKoS1FSaNlo-_-obu8lDZ7tZIZpds8Yt3Uh71yJddacLQ3JUxQ7ixn9rEC2yqwvyto9u1T4rKZ0P-Vf3bewMke3IaId_9PspenH_eRvwBirZLU</recordid><startdate>202406</startdate><enddate>202406</enddate><creator>Roudebush, McKenna</creator><creator>Murray, Desiree W.</creator><creator>Netschytailo, Hannah</creator><creator>Jensen, Todd M.</creator><general>John Wiley & Sons, Inc</general><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7U3</scope><scope>7U4</scope><scope>BHHNA</scope><scope>DWI</scope><scope>WZK</scope><scope>7X8</scope><orcidid>https://orcid.org/0000-0002-1554-1665</orcidid><orcidid>https://orcid.org/0000-0002-6930-899X</orcidid><orcidid>https://orcid.org/0000-0001-6201-2021</orcidid><orcidid>https://orcid.org/0009-0005-7165-3441</orcidid></search><sort><creationdate>202406</creationdate><title>Patterns and predictors of adolescent engagement in a mindfulness‐based social–emotional learning program</title><author>Roudebush, McKenna ; Murray, Desiree W. ; Netschytailo, Hannah ; Jensen, Todd M.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c3134-9396ca91356cd3d31d5c8836c6a1dd420ad25b69b6f452396fe68a8e87c2dad3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2024</creationdate><topic>Adolescent development</topic><topic>Classrooms</topic><topic>Grade 9</topic><topic>High School Students</topic><topic>Hispanic Americans</topic><topic>Learner Engagement</topic><topic>Mindfulness</topic><topic>Participant Characteristics</topic><topic>peer connections</topic><topic>Student Characteristics</topic><topic>student engagement</topic><topic>Student participation</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Roudebush, McKenna</creatorcontrib><creatorcontrib>Murray, Desiree W.</creatorcontrib><creatorcontrib>Netschytailo, Hannah</creatorcontrib><creatorcontrib>Jensen, Todd M.</creatorcontrib><collection>PubMed</collection><collection>CrossRef</collection><collection>Social Services Abstracts</collection><collection>Sociological Abstracts (pre-2017)</collection><collection>Sociological Abstracts</collection><collection>Sociological Abstracts</collection><collection>Sociological Abstracts (Ovid)</collection><collection>MEDLINE - Academic</collection><jtitle>Journal of adolescence (London, England.)</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Roudebush, McKenna</au><au>Murray, Desiree W.</au><au>Netschytailo, Hannah</au><au>Jensen, Todd M.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Patterns and predictors of adolescent engagement in a mindfulness‐based social–emotional learning program</atitle><jtitle>Journal of adolescence (London, England.)</jtitle><addtitle>J Adolesc</addtitle><date>2024-06</date><risdate>2024</risdate><volume>96</volume><issue>4</issue><spage>732</spage><epage>745</epage><pages>732-745</pages><issn>0140-1971</issn><eissn>1095-9254</eissn><abstract>Introduction
Although mindfulness‐based interventions (MBIs) show promise for promoting positive youth development, little is known about student engagement in MBIs. Initial research presents mixed findings in MBI engagement related to participant characteristics, and there is a lack of research examining the influence of context on engagement, despite the critical role context plays in academic engagement. This study examines the contribution of student demographic characteristics and classroom context to MBI engagement.
Methods
Survey engagement data were collected at three time points from 106 ninth grade students (Mage = 14.17 years, 60.4% female, 44.2% Black, 24.8% Hispanic/Latino) who participated in the Be CALM program during the 2021–2022 school year. Latent growth curve modeling was used to examine trajectory of student engagement and assess student and classroom predictors of engagement.
Results
There was no overall change in the trajectory of student engagement, although variability was observed across classes. Identifying as Hispanic/Latino was associated with lower engagement (β = −.25, p = .008), although this did not appear to be related to program experience. Peer connections predicted engagement at the end of the program (β = .39, p < .001). Post hoc analyses suggested that student engagement may be related to teacher program delivery quality.
Conclusions
Student engagement in MBIs appears related to classroom context more than student characteristics, although further research with larger samples is needed to assess the link between engagement and program outcomes. Findings have implications for designing school‐based MBIs and training school staff to deliver them in culturally responsive ways.
Conditional latent growth model of demographic and contextual predictors on student engagement.</abstract><cop>England</cop><pub>John Wiley & Sons, Inc</pub><pmid>38284485</pmid><doi>10.1002/jad.12294</doi><tpages>14</tpages><orcidid>https://orcid.org/0000-0002-1554-1665</orcidid><orcidid>https://orcid.org/0000-0002-6930-899X</orcidid><orcidid>https://orcid.org/0000-0001-6201-2021</orcidid><orcidid>https://orcid.org/0009-0005-7165-3441</orcidid></addata></record> |
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| source | Sociological Abstracts; Wiley Online Library All Journals |
| subjects | Adolescent development Classrooms Grade 9 High School Students Hispanic Americans Learner Engagement Mindfulness Participant Characteristics peer connections Student Characteristics student engagement Student participation |
| title | Patterns and predictors of adolescent engagement in a mindfulness‐based social–emotional learning program |
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