School Engagement, Academic Achievement, and Self-Regulated Learning

School engagement occupies a place of reference in recent educational psychology research owing to its potential address poor school results and dropout rates. However, there is need for unifying theoretical framework. The study proposed the characterization explored extent which different profiles are associated with academic performance self-regulation. With sample 717 5th 6th year primary students, this was carried out via latent profile analysis (LPA). Two groups low engaged students—one characterized by behavioral (5.02%) other emotional (6.55%)—were distinguished. majority participants showed moderately high (31.95%) or moderate (56.48%) levels three dimensions. Students had best grades managed their time surroundings better, were most strategic seeking information, less maladaptive regulatory behavior. differences between students exhibiting those these dimensions may center upon management contextual resources information help. This supports approach observing combination emotional, behavioral, cognitive