Staying engaged: Knowledge and research needs in student engagement

Ming Te Wang, Jessica Degol

Research output: Contribution to journalArticle

72 Scopus citations

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.

Original languageEnglish (US)
Pages (from-to)137-143
Number of pages7
JournalChild Development Perspectives
Volume8
Issue number3
DOIs
StatePublished - Sep 2014

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All Science Journal Classification (ASJC) codes

  • Pediatrics, Perinatology, and Child Health
  • Developmental and Educational Psychology
  • Life-span and Life-course Studies

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