“…It is thus noteworthy that many psycho-educational researchers identify engagement as an important means by which learning occurs, as well as being a desirable outcome in itself. In terms of the tripartite engagement framework, for example, researchers would suggest that participating in class helps students acquire better understanding of a subject area (Credé, Roch, & Kieszczynka, 2010; Green, Liem, Martin, Colmar, Marsh, & McInerney, 2012; Lysakowski & Walberg, 1982); enjoyment reflects an immersion in and connection with subject matter that optimizes its acquisition (Martin & Jackson, 2008; Nakamura & Csikszentmihalyi, 2009); and students’ conceptions of their academic futures impact their present learning (e.g., Burns, Martin, & Collie, 2019; de Bilde, Vansteenkiste, & Lens, 2011; Kauffman & Husman, 2004). We therefore hypothesize that engagement in science will be positively associated with science achievement.…”