2026-04-20T04:00:43Zhttps://recercat.cat/oai/request

oai:recercat.cat:2117/4607062026-04-19T01:31:53Zcom_2072_1033col_2072_452950

00925njm 22002777a 4500 dc Valls, Ona author Sánchez Gelabert, Albert author Merino Pareja, Rafael author 2026-04-13 23 p. School tracking may influence school engagement and academic results, however, few studies have compared the evolution of engagement and achievement across different educational contexts. This study examines the relationship between academic achievement and behavioural school engagement during the transition to either the academic track or vocational track after compulsory education. Using a two-wave panel dataset of pupils from Barcelona (N=2056), we conducted a cross-lagged analysis to explore the interactions over time between self-reported marks and behavioural engagement. The findings indicate that tracking does not polarise pupils or foster anti-school attitudes and behaviours among those entering technical and vocational tracks. Notably, the results reveal an increase in both achievement and behavioural engagement, particularly among vocational track pupils. These findings contribute to the debate on the academic demands of post-compulsory education and the educational practices that encourage young people to remain in education beyond compulsory schooling. Acknowledgements: This work was supported by the Ministry of Education, Sports and Culture of Spain [project reference: CSO2016-79945-P] and the Secretariat of Universities and Research of the Ministry of Business and Knowledge of the Government of Catalonia. Funding: Open Access funding provided thanks to the CRUE-CSIC agreement with Springer Nature. Ministerio de Educación,Cultura y Deporte,CSO2016-79945-P,Departament d’Empresa i Coneixement,Generalitat de Catalunya Peer Reviewed Postprint (published version) https://hdl.handle.net/2117/460706 Àrees temàtiques de la UPC::Ensenyament i aprenentatge::Política educativa Engagement Academic achievement Educational tracks Educational transition Longitudinal analysis Cross-lagged panel analysis Youth transition to upper tracked secondary school in Barcelona: a longitudinal analysis of behavioural engagement and achievement