Lack of school engagement among adolescents in this country remains a problem that can have very serious consequences including increased risk for school dropout, substance use, teenage pregnancy, and criminal activity. Clearly, identification of psychological variables (selfvariables) of individuals that facilitate or hinder adolescents' levels of school engagement would contribute greatly to the understanding of how to increase adolescents' psychological well-being and their achievement motivation and associated school engagement. The present study examined the degree of association of three specific self-variables (self-efficacy, goal orientation, and fear of failure) with school engagement for high school students. The results and implications for intervention and future research are addressed.

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