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

Abstract

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 limitations in the existing research; and suggests improvements. The authors conclude that, although much has been learned, the potential contribution of the concept of school engagement to research on student experience has yet to be realized. They call for richer characterizations of how students behave, feel, and think—research that could aid in the development of finely tuned interventions

A photovoice study of school belongingness among high school students in Norway

“…To date, research and policy have typically attributed failure to complete high school to student or family characteristics, with an emphasis on students’ insufficient level of engagement [6,7], inappropriate behaviour [8] or lack of understanding of educational benefits. Families have been framed as insufficient role models, or blamed for not being supportive of education [9,10].…”

Mapping the Social World of Classrooms: A Multi‐Level, Multi‐Reporter Approach to Social Processes and Behavioral Engagement

“…Given that classrooms are the primary context in which behavioral engagement occurs (Fredricks et al, 2004;Lawson & Lawson, 2013), it is critical to examine the classroom social processes-relationships and interactions among teachers and students-that enhance behavioral engagement Reyes, Brackett, Rivers, White & Salovey, 2012). Two types of supportive relationships have been demonstrated as important social processes to study in relation to behavioral engagement: teacher-student relationships and peer social connections.…”

“…Building on the current literature on classroom social settings, this study examines the unique and combined contribution of individual relationships (with teachers and peers) and classroom quality on a student outcome directly associated with academic achievement: behavioral engagement (Fredricks, Blumenfeld & Paris, 2004;Lawson & Lawson, 2013). Behavioral engagement represents the behavioral aspects of academic engagement (e.g., participation in classroom activities; efforts to carry out academic tasks), including the degree and extent to which students are involved in classrooms and schools (Finn & Zimmer, 2012;Fredricks et al, 2004).…”

“…Behavioral engagement represents the behavioral aspects of academic engagement (e.g., participation in classroom activities; efforts to carry out academic tasks), including the degree and extent to which students are involved in classrooms and schools (Finn & Zimmer, 2012;Fredricks et al, 2004). Because it captures the way students interact with the classroom or school learning environment (e.g., materials, activities, people), it has been examined as a proximal outcome of students' academic development (Fredricks et al, 2004). Indeed, numerous studies show behavioral engagement predicts grades and test scores in elementary school Klem & Connell, 2004).…”

“…Indeed, numerous studies show behavioral engagement predicts grades and test scores in elementary school Klem & Connell, 2004). When students are behaviorally engaged, they display observable academic conduct, such as participation in discussions, attention to instruction, and completion of homework (Fredricks et al, 2004;Lawson & Lawson, 2013). Recent findings suggest behavioral engagement is a particularly strong predictor of academic achievement among immigrant origin and Latino students (Gandara & Contreras, 2009;Kim & Suarez-Orozco, 2015).…”