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Adversity, engagement, and later achievement: The role of emotion regulation and parent-child relationship quality

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  • Mullins, Casey
  • Panlilio, Carlomagno C.

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.

Suggested Citation

  • Mullins, Casey & Panlilio, Carlomagno C., 2023. "Adversity, engagement, and later achievement: The role of emotion regulation and parent-child relationship quality," Children and Youth Services Review, Elsevier, vol. 148(C).
    • Handle: RePEc:eee:cysrev:v:148:y:2023:i:c:s0190740923000579
    DOI: 10.1016/j.childyouth.2023.106862
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    References listed on IDEAS

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    1. Roos, Leslie E. & Kim, Hyoun K. & Schnabler, Simone & Fisher, Philip A., 2016. "Children's executive function in a CPS-involved sample: Effects of cumulative adversity and specific types of adversity," Children and Youth Services Review, Elsevier, vol. 71(C), pages 184-190.
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    3. Perlman, Staci & Fantuzzo, John, 2010. "Timing and influence of early experiences of child maltreatment and homelessness on children's educational well-being," Children and Youth Services Review, Elsevier, vol. 32(6), pages 874-883, June.
    4. Font, Sarah & Maguire-Jack, Kathryn, 2013. "Academic engagement and performance: Estimating the impact of out-of-home care for maltreated children," Children and Youth Services Review, Elsevier, vol. 35(5), pages 856-864.
    5. Miller, Keva M. & Bank, Lewis, 2013. "Moderating effects of race on internalizing and externalizing behaviors among children of criminal justice and child welfare involved mothers," Children and Youth Services Review, Elsevier, vol. 35(3), pages 472-481.
    6. Stone, Susan, 2007. "Child maltreatment, out-of-home placement and academic vulnerability: A fifteen-year review of evidence and future directions," Children and Youth Services Review, Elsevier, vol. 29(2), pages 139-161, February.
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