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003 OCoLC;

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035 a| (Sirsi) o1381680411;

035 a| (OCoLC)1381680411;

049 a| EREE;

090 a| LB3430;

100 1 a| Augustinovic, Antonija,e| author.?| UNAUTHORIZED;

245 10 a| Moderating role of income on trauma and anxiety predicting school engagement in adolescents /c| by Antonija Augustinovic.;

264 1 a| [Greenville, N.C.] :b| [East Carolina University],c| 2023.;

300 a| 1 online resource (48 pages) :b| illustrations;

336 a| textb| txt2| rdacontent;

337 a| computerb| c2| rdamedia;

338 a| online resourceb| cr2| rdacarrier;

347 a| text fileb| PDFc| 815.2 KB2| rda;

538 a| System requirements: Adobe Reader.;

538 a| Mode of access: World Wide Web.;

502 b| M.A.c| East Carolina Universityd| 2023.;

500 a| Presented to the Faculty of the Department of Psychology;

500 a| Advisor: Aimee Smith;

500 a| Title from PDF t.p. (viewed June 10, 2024).;

520 3 a| School engagement has a significant impact on children's overall success within the school system. Children with high levels of engagement exhibit strong academic achievement, persistence through academic struggles, effective social skills, and avoidance of drop out. Children with low levels of engagement show signs of low cognitive performance, disruptive behaviors, absences, and dropout risk. Yet, specific causes for disengagement are largely unknown. The present study analyzed the degree to which adverse childhood experiences (ACEs) and anxiety affect school engagement levels. Researchers used a public dataset from the National Survey of Children's Health to study adolescents, specifically between the ages of 10 to 17. Data reflected that as the number of ACEs increased in adolescents, the likelihood of school engagement decreased. Similarly, as the severity in anxiety increased, engagement decreased. The study also analyzed the degree to which socioeconomic status moderates the relationship between number of ACEs and severity of anxiety impacting the likelihood of school engagement. Results suggested that as ACEs increased, the likelihood of decreased levels of school engagement was more prominent in low income communities when compared to students that reside in areas that are middle income and high income. When analyzing students below the poverty line, results were inconclusive. Income did not moderate the likelihood of school engagement as the severity of anxiety increased. The results indicate the need for early schoolwide intervention for coping skills as well as prevention programs designed to target those at risk of dropping out, especially within low income populations. Future research should investigate the moderating role of culture as well as the impact of the recent COVID-19 pandemic on anxiety and trauma, which may have influenced the projection of school engagement levels.;

504 a| Includes bibliographical references.;

650 0 a| Studentsx| Mental health.=| ^A156594;

650 0 a| Psychic trauma in adolescence.=| ^A460449;

650 0 a| Academic achievement.=| ^A8828;

653 a| Adverse Childhood Experiences;

653 a| Anxiety;

653 a| Income;

653 a| School Engagement;

653 a| Adolescents;

700 1 a| Smith, Aimee W.,e| degree supervisor.?| UNAUTHORIZED;

710 2 a| East Carolina University.b| Department of Psychology.?| UNAUTHORIZED;

856 40 z| Access via ScholarShipu| http://hdl.handle.net/10342/12863;

949 o| wjh;

994 a| C0b| ERE;

596 a| 1 4;

998 a| 6143692;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 6143692-1001l| JNETm| JOYNERr| Ys| Yt| JNE3ETDu| 6/9/2023x| ETDz| JERESOURCE;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 6143692-2001l| HSLELECm| HSLr| Ys| Yt| HEETDu| 6/9/2023x| ETDz| HERESOURCE;

Moderating role of income on trauma and anxiety predicting school engagement in adolescents / by Antonija Augustinovic.

Author/creator	Augustinovic, Antonija author.
Other author	Smith, Aimee W., degree supervisor.
Other author	East Carolina University. Department of Psychology.
Format	Theses and dissertations
Publication	[Greenville, N.C.] : [East Carolina University], 2023.
Description	1 online resource (48 pages) : illustrations
Supplemental Content	Access via ScholarShip
Subjects	Students--Mental health. Psychic trauma in adolescence. Academic achievement.

Summary	School engagement has a significant impact on children's overall success within the school system. Children with high levels of engagement exhibit strong academic achievement, persistence through academic struggles, effective social skills, and avoidance of drop out. Children with low levels of engagement show signs of low cognitive performance, disruptive behaviors, absences, and dropout risk. Yet, specific causes for disengagement are largely unknown. The present study analyzed the degree to which adverse childhood experiences (ACEs) and anxiety affect school engagement levels. Researchers used a public dataset from the National Survey of Children's Health to study adolescents, specifically between the ages of 10 to 17. Data reflected that as the number of ACEs increased in adolescents, the likelihood of school engagement decreased. Similarly, as the severity in anxiety increased, engagement decreased. The study also analyzed the degree to which socioeconomic status moderates the relationship between number of ACEs and severity of anxiety impacting the likelihood of school engagement. Results suggested that as ACEs increased, the likelihood of decreased levels of school engagement was more prominent in low income communities when compared to students that reside in areas that are middle income and high income. When analyzing students below the poverty line, results were inconclusive. Income did not moderate the likelihood of school engagement as the severity of anxiety increased. The results indicate the need for early schoolwide intervention for coping skills as well as prevention programs designed to target those at risk of dropping out, especially within low income populations. Future research should investigate the moderating role of culture as well as the impact of the recent COVID-19 pandemic on anxiety and trauma, which may have influenced the projection of school engagement levels.
General note	Presented to the Faculty of the Department of Psychology
General note	Advisor: Aimee Smith
General note	Title from PDF t.p. (viewed June 10, 2024).
Dissertation note	M.A. East Carolina University 2023.
Bibliography note	Includes bibliographical references.
Technical details	System requirements: Adobe Reader.
Technical details	Mode of access: World Wide Web.

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Moderating role of income on trauma and anxiety predicting school engagement in adolescents / by Antonija Augustinovic.

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