School engagement and intentional self‐regulation: A reciprocal relation in adolescence

Students' gradual disconnection from school in adolescence, as reflected in decreased school engagement, has been demonstrated in several cultures and is of great concern to educators. At the same time, intentional self‐regulation (ISR) has been shown to be a precursor, mediator, and outcome of school engagement. However, the relation between school engagement and ISR during adolescence is poorly understood. In this research, we explored the reciprocal relation between school engagement and ISR during adolescence. Based on a sample of 561 adolescents in Iceland (46% girls; M age at Wave 1 = 14.3 years; SD = 0.3) and four waves of data collected during Grades 9 and 10, the results demonstrated a reciprocal relation between school engagement and ISR after controlling for several covariates (e.g., gender and academic achievement). The results suggest that school engagement and ISR are highly related, yet distinct concepts, which mutually reinforce each other during adolescence.