Toward an Understanding of Definitions and Measures of School Engagement and Related Terms

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

“…Published by Elsevier Ltd. All rights reserved. (Fredricks et al, 2004;Jimerson, Campos, & Greif, 2003;Sinclair, Christenson, Lehr, & Anderson, 2003). However, the number and nature of dimensions within this metaconstruct remain unclear.…”

“…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).…”

“…They are the most critical dimensions of student involvement in school (Fredricks et al, 2004;Jimerson et al, 2003). Affective engagement refers to students' feelings about learning (Connell & Wellborn, 1991;Skinner & Belmont, 1993) and the school they attend (Finn, 1989;Voelkl, 1997).…”

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

“…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.…”

Engajamento escolar: explicação a partir dos valores humanos

“…A subfunção interativa, que representa as necessidades de pertença, amor e filiação (Gouveia, 2013), revelou uma correlação positiva com os fatores de engajamento escolar. Tal fato pode ser justificado pela influência dos afetos e emoções dos estudantes direcionados a instituição de ensino, se estes fatores forem positivos a participação dos alunos na escola, por meio de troca de ideias com colegas e professores em sala de aula e realização das atividades, tende a ser maior do que aqueles detentores de afetos e emoções negativas (Jimerson, Campos, & Greif, 2003). Esse resultado é corroborado também por Hirschi (1969), quepontua que o vínculo com os pais, amigos e funcionários da instituição educacional constituem um bom indicador de apego à escola, principalmente quando todos de seu ciclo o incentiva em suas atividades acadêmicas, refletindo em excelentes resultados escolares.…”