Measuring cognitive and psychological engagement: Validation of the Student Engagement Instrument

Appleton, James J.; Christenson, Sandra L.; Kim, Dong-Jin; Reschly, Amy L.

doi:10.1016/j.jsp.2006.04.002

Cited by 1,117 publications

(1,183 citation statements)

References 53 publications

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“…However, the number and nature of dimensions within this metaconstruct remain unclear. Some researchers use a three-part typology and conceptualize it as comprising affective, behavioral, and cognitive dimensions (Fredricks et al, 2004;Jimerson et al, 2003;Lam et al, 2009), whereas some researchers use a four-part typology and add an academic dimension as well (Appleton, Christenson, Kim, & Reschly, 2006). Some researchers include antecedents of student engagement, such as teacher support and peer relationships, in the measurement of student engagement (e.g., Appleton et al, 2006), whereas others include outcomes, such as grades and discipline (e.g., Archambault, Janosz, Fallu, & Pagani, 2009).…”

Section: Student Engagement In Schoolmentioning

confidence: 99%

“…However, the six-factor instrument of Appleton et al (2006) includes facilitators of student engagement, whereas the four-factor instrument of Skinner et al (2008) and the two-factor instrument of Finn et al (1995) do not measure cognitive engagement. In addition, the three-factor instrument developed by Fredricks, Blumenfeld, Friedel, and Paris (2003) includes student outcome, such as discipline, in their measure.…”

Section: Student Engagementmentioning

confidence: 99%

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Do girls and boys perceive themselves as equally engaged in school? The results of an international study from 12 countries

Lam

Jimerson

Kikas

et al. 2012

Journal of School Psychology

230

167

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This study examined gender differences in student engagement and academic performance in school. Participants included 3420 students (7th, 8th, and 9th graders) from Austria, Canada, China, Cyprus, Estonia, Greece, Malta, Portugal, Romania, South Korea, the United Kingdom, and the United States. The results indicated that, compared to boys, girls reported higher levels of engagement in school and were rated higher by their teachers in academic performance. Student engagement accounted for gender differences in academic performance, but gender did not moderate the associations among student engagement, academic performance, or contextual supports. Analysis of multiple-group structural equation modeling revealed that perceptions of teacher support and parent support, but not peer support, were related indirectly to academic performance through student engagement. This partial mediation model was invariant across gender. The findings from this study enhance the understanding about the contextual and personal factors associated with girls' and boys' academic performance around the world.peer-reviewe

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Section: Student Engagement In Schoolmentioning

confidence: 99%

Section: Student Engagementmentioning

confidence: 99%

Do girls and boys perceive themselves as equally engaged in school? The results of an international study from 12 countries

Lam

Jimerson

Kikas

et al. 2012

Journal of School Psychology

230

167

View full text Add to dashboard Cite

show abstract

“…A multidimensional view of the engagement construct (Appleton et al, 2008;Appleton et al, 2006) highlights its complexity as it is often regarded as a meta-construct (Axelson & Flick, 2011;Jimerson et al, 2003;Lam et al, 2012;Sinclair et al, 2003). Specifically, Fredericks et al (2004) identified three dimensions of student engagement that included behavioral, emotional, and cognitive factors; a conceptualization echoed by Marx, et al (2016) in their examination of student course engagement.…”

Section: Introduction and Literature Reviewmentioning

confidence: 99%

Student Engagement in a Team-Based Capstone Course: A Comparison of What Students Do and What Instructors Value

McCubbins¹,

Paulsen²,

Anderson³

2018

Journal of Research in Technical Careers

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“…In model which is provided by Finn (1989) achievement includes two aspects, that is, "behavioral" and "emotional". Newman et al ((1992) as cited in Appelton et al, 2006), and Marks (2000) posit three sub-classifications for the term engagement which includes behavioral, cognition, and emotional aspects. On the other hand, Appelton et al (2006) propose that engagement may include four indices, "educational", "behavioral", "cognitive", and "psychological".…”

Section: Introductionmentioning

confidence: 99%

“…Newman et al ((1992) as cited in Appelton et al, 2006), and Marks (2000) posit three sub-classifications for the term engagement which includes behavioral, cognition, and emotional aspects. On the other hand, Appelton et al (2006) propose that engagement may include four indices, "educational", "behavioral", "cognitive", and "psychological". Therefore, "educational index" defines as the amount of time spending on covering assignments, receiving any educational credit from individual perspective, and completing homework.…”

Section: Introductionmentioning

confidence: 99%

Structural Modeling on the Relationship between Basic Psychological Needs, Academic Engagement, and Test Anxiety

Maralani¹,

Lavasani²,

Elaheh³

2016

JEL

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Some of the key issues in educational psychology are the way of students' engagement at school, controlling anxiety, and academic achievement. In line with that, the purpose of the present study is to determine the relationship between variables that are basic psychological needs, academic engagement, and test anxiety with regard to structural equation modeling. Therefore, the cluster sampling of 289 female students of Hamedan province was carried out in some phases. Also, the participants were supposed to fill some questionnaires on aspects of academic engagement (Reeve & Tseng, 2011), basic psychological needs (La Guardia, 2000), and Ahwaz inventory test anxiety (2002). The results of structural equation modeling show that exogenous variable of basic psychological needs effects directly positive and significantly on academic engagement; also, effects directly negative and meaningfully on test anxiety. However, the indirect effect on test anxiety because of academic engagement is not significant. The justification is that the relationship between academic engagement and test anxiety is not meaningful. According to findings, basic psychological needs can be highlighted as the most important factor so as to increase academic engagement of students, and decrease their test anxiety.

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Measuring cognitive and psychological engagement: Validation of the Student Engagement Instrument

Cited by 1,117 publications

References 53 publications

Do girls and boys perceive themselves as equally engaged in school? The results of an international study from 12 countries

Do girls and boys perceive themselves as equally engaged in school? The results of an international study from 12 countries

Student Engagement in a Team-Based Capstone Course: A Comparison of What Students Do and What Instructors Value

Structural Modeling on the Relationship between Basic Psychological Needs, Academic Engagement, and Test Anxiety

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