Jingle-Jangle Revisited: History and Further Evolution of the Student Engagement Construct

Reschly, Amy L.; Christenson, Sandra L.

doi:10.1007/978-3-031-07853-8_1

Cited by 19 publications

(13 citation statements)

References 63 publications

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“…Although many consider writing to be an independent process, writing teachers know that learning to write does not occur in a vacuum. Classroom environments, social interactions, and writing assignments all influence student engagement (Parsons et al, 2018; Reschly & Christenson, 2022; Skinner, 2016). Luckily, there are ways to foster students' engagement.…”

Section: What Is Writing Engagement and Why Is It Important?mentioning

confidence: 99%

The Writing Engagement Scale: A Formative Assessment Tool

Parsons,

Ives,

Fields

et al. 2023

The Reading Teacher

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Students who are engaged writers are likely to produce better writing and to enjoy writing more than students who are disengaged writers. Yet, we are unaware of any existing tool that validly and reliably measures writing engagement. In this article, we describe what writing engagement is and why it is important. Then, we present the Writing Engagement Scale, a valid and reliable tool for measuring writing engagement, and outline how teachers can use this tool to better inform writing instruction in their classrooms.

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Section: What Is Writing Engagement and Why Is It Important?mentioning

confidence: 99%

The Writing Engagement Scale: A Formative Assessment Tool

Parsons,

Ives,

Fields

et al. 2023

The Reading Teacher

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show abstract

“…Student engagement has gained an increasing amount of interest over the last few decades as research supports this construct as a potentially malleable factor that predicts school success (Bond, 2020;Reschly & Christenson, 2022;Schnitzler et al, 2021). This construct is also of interest to a wide range of educational stakeholders because it is linked with positive outcomes and is relevant to all students (Wang & Hofkens, 2020).…”

mentioning

confidence: 99%

A Qualitative Exploration of the Facilitators and Barriers of Cognitive Engagement Among Ninth-Grade Students in Accelerated Curricula

Shum,

Suldo,

Shaunessy-Dedrick

et al. 2024

Journal of Advanced Academics

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In this study, we used an extreme case approach to examine the facilitators and barriers of cognitive engagement among freshmen in Advanced Placement (AP) or Pre-International Baccalaureate (IB) courses. Twelve ninth-grade AP/IB students participated in semistructured interviews focused on cognitive engagement. After analyzing the data using a generic approach with an emphasis on constant-comparative methods, we identified five themes related to facilitators (i.e., students’ role, teachers’ role, parents’ role, school connectedness, and technology's role) and three themes related to barriers (i.e., student perceptions, negative academic experiences, and distractions). Most themes aligned with a priori themes derived from the literature. The findings can help educators understand what accelerated students perceive as helpful or harmful in promoting their level of cognitive engagement, which, in turn, may influence their academic achievement.

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“…Engagement can also be seen as an important way that learners actively position themselves in classroom settings and enact practices congruent with their social and personal identities (Hiver, Al-Hoorie, & Mercer, 2021). Strong learner engagement, for instance, is related to many desirable learning features and outcomes, such as higher levels of attention and focus, and greater persistence, effort and academic achievement (Fredricks et al, 2019;Reschly & Christenson, 2022). Disengagement, on the other hand, has been linked with passivity, alienation from other members in learning environments, dispersed focus, wasted attention, ineffective effort for learning, and poor persistence and commitment to learning (e.g., Reeve et al, 2018).…”

mentioning

confidence: 99%

Dynamic engagement: A longitudinal dual-process, reciprocal-effects model of teacher motivational practice and L2 student engagement

Zhou

Hiver

Al‐Hoorie

2023

Language Teaching Research

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In this study, we investigated two core understandings related to the nature of second language (L2) student engagement from a self-determination theory framework: (1) that there is a dual process of development that follows from the initial conditions of the L2 classroom environment (specifically teacher motivational practice: autonomy-supportive vs. controlling), which leads to two distinct motivational experiences (need satisfaction vs. need frustration), which in turn results in qualitatively different types of student classroom functioning (engagement vs. disengagement); and (2) that there are reciprocal effects between the L2 classroom environment and student classroom functioning. We collected data from 1,742 students enrolled in general-purpose postsecondary English courses in mainland China at three waves in a 17-week semester, and tested a longitudinal dual-process, reciprocal-effects model. Our analyses showed that student perceptions of teacher motivational practice at the beginning of the semester predicted psychological need satisfaction at later time points. Psychological need satisfaction in turn predicted later classroom engagement. Student engagement also had feedback effects and predicted subsequent perceptions of teacher motivational practice. We discuss the implications of these results for L2 learning and teaching and consider ways that future research might build on our design and extend these findings.

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Jingle-Jangle Revisited: History and Further Evolution of the Student Engagement Construct

Cited by 19 publications

References 63 publications

The Writing Engagement Scale: A Formative Assessment Tool

The Writing Engagement Scale: A Formative Assessment Tool

A Qualitative Exploration of the Facilitators and Barriers of Cognitive Engagement Among Ninth-Grade Students in Accelerated Curricula

Dynamic engagement: A longitudinal dual-process, reciprocal-effects model of teacher motivational practice and L2 student engagement

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