School Engagement: Potential of the Concept, State of the Evidence

  title={School Engagement: Potential of the Concept, State of the Evidence},
  author={Jennifer Fredricks and Phyllis Blumenfeld and Alison H. Paris},
  journal={Review of Educational Research},
  pages={109 - 59}
The concept of school engagement has attracted increasing attention as representing a possible antidote to declining academic motivation and achievement. Engagement is presumed to be malleable, responsive to contextual features, and amenable to environmental change. Researchers describe behavioral, emotional, and cognitive engagement and recommend studying engagement as a multifaceted construct. This article reviews definitions, measures, precursors, and outcomes of engagement; discusses… 

School engagement: what it is and why it is important for positive youth development.

  • Yibing Li
  • Education, Psychology
    Advances in child development and behavior
  • 2011

Understanding Engagement in Science Education: The Psychological and the Social

Traditionally, engagement as a feature of student action has been the purview of psychologists who have sought to identify the individual variables that come together to constitute student

Multiple Contexts of School Engagement: Moving Toward a Unifying Framework for Educational Research and Practice

This article discusses the school engagement literature and offers a conceptual framework with the intention of developing a common terminology to more efficiently organize research and practice.

Student engagement: What is it? Why does it matter?

This chapter considers the relationships of student engagement with ­academic achievement, graduating from high school, and entering postsecondary schooling. Older and newer models of engagement are

Voices of Adolescents on School Engagement

A limited number of empirical studies have been conducted to explore how students perceive school engagement and the factors influencing their engagement in school, particularly amongst Asian

Voices of Adolescents on School Engagement

A limited number of empirical studies have been conducted to explore how students perceive school engagement and the factors influencing their engagement in school, particularly amongst Asian

Engagement with school and retention

  • D. GandraJ. Cruz
  • Education, Psychology
    International Journal of School & Educational Psychology
  • 2020
ABSTRACT Students engagement with school is a concern of the educational community, research and policy makers. It has been conceptualized as a multidimensional construct conditioned by several

This Issue

E NGAGEMENT REFERS TO THE quality and extent of students’ involvement in schooling and their connection to the people, activities, goals, and values that comprise it. Engagement can take several

Narratives of Student Engagement in an Alternative Learning Context

The concept of student engagement is critical in the discussion of school reform. This issue is particularly important in dropout prevention programs such as the alternative high school, although



Student Engagement in Instructional Activity: Patterns in the Elementary, Middle, and High School Years

Although student engagement with the intellectual work of school is important to students' achievement and to their social and cognitive development, studies over a span of two decades have

Influencing Engagement Through Accommodation: An Ethnographic Study of At-Risk Students

This study used ethnographic methodology to explore the academic world of regular and learning disabled high school students to determine what aspects of that world might relate to potential dropout

Task Engagement and Conceptual Change in Middle School Science Classrooms

Science educators have long been concerned that many students fail to engage in academic tasks with the goal of achieving better understanding of science. This study examined two research questions.

The role of cognitive engagement in classroom learning and motivation

The article analyzes the concept of student cognitive engagement, and the manner in which classroom instruction may develop self‐regulated learners. Since theory and research on academic motivation,

Educational risk and resilience in African-American youth: context, self, action, and outcomes in school.

The data supported a reciprocal path from action to context, suggesting that youth who show more disaffected patterns of behavior and emotion in school experience less support from their families than those reporting more engaged patterns of action.

Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year.

On the basis of a new model of motivation, we examined the effects of 3 dimensions of teacher (n = 14) behavior (involvement, structure, and autonomy support) on 144 children's (Grades 3-5)

School Characteristics Related to Student Engagement.

It is well established that American students at risk often exhibit patterns of emotional and behavioral withdrawal or disengagement from school. These withdrawal behaviors may culminate in complete

Peer Groups as a Context for the Socialization of Adolescents' Motivation, Engagement, and Achievement in School

Examining the extent, nature, and scope of peer group influence on academic outcomes is an important direction for future research to enrich our understanding of adolescent motivation, engagement,

Caring school communities

There recently has been a renewed appreciation of the importance of social context to effective schools. This article describes an ongoing program of research on schools as caring communities. The