Staying Engaged: Knowledge and Research Needs in Student Engagement

Abstract

In this article, we review knowledge about student engagement and look ahead to the future of study in this area. We begin by describing how researchers in the field define and study student engagement. In particular, we describe the levels, contexts, and dimensions that constitute the measurement of engagement, summarize the contexts that shape engagement and the outcomes that result from it, and articulate person-centered approaches for analyzing engagement. We conclude by addressing limitations to the research and providing recommendations for study. Specifically, we point to the importance of incorporating more work on how learning-related emotions, personality characteristics, prior learning experiences, shared values across contexts, and engagement in nonacademic activities influence individual differences in student engagement. We also stress the need to improve our understanding of the nuances involved in developing engagement over time by incorporating more extensive longitudinal analyses, intervention trials, research on affective neuroscience, and interactions among levels and dimensions of engagement.

Student engagement, context, and adjustment: Addressing definitional, measurement, and methodological issues

“…Engagement has been studied in different nested contexts (e.g., prosocial institutions, schools, classrooms, and learning activities) (Skinner & Pitzer, 2012) and time frames (moment to moment to longer-term engagement). Although conceptualizations of engagement vary across studies, most scholars assume that engagement and motivation are related, but distinct constructs (Christenson, Reschly, & Wylie, 2012;Filsecker & Kerres, 2014;Martin, 2012;Wang & Degol, 2014). In addition, in most studies, engagement and disengagement are viewed and measured on a single continuum, with lower levels of engagement indicating disengagement.…”

Rethinking learning and teaching in Africa: Storytelling and sitting position as engagement strategy

“…Specifically, little or no study has been conducted to determine ways of closing the achievement gap created by thelack of student engagement in classroom instruction. As such, this study is timely because engagement to learning in classroom prevents poor performance in examinations (Appleton, Christenson, & Furlong, 2008;Wang & Degol, 2014). And, I believe that academic staff in African universities should, as a matter of responsibility, devise ways to facilitate student engagement during instruction.…”

Comparing Students’ Academic Engagement Based on How Much They Use Social Networks in Learning English

“…Academically engaged students have more ability to cope with academic stress and are more satisfied (11) and as described by Kaplan et al, they are attentive and participate in class discussions, exert effort in class activities, and exhibit interest and motivation in learning (12). There is an agreement among the experts that student engagement is a multi-dimensional concept (13,14) and its dimensions include behavioral, emotional, and cognitive subtypes (13,15). Cognitive engagement is intention and effort in performing critical feedback loops in self-regulated learning that are cognitive and metacognitive by nature (16).…”