Student engagement with school: Critical conceptual and methodological issues of the construct

Research supports the connection between engagement, achievement, and school behavior across levels of economic and social advantage and disadvantage. Despite increasing interest and scientific findings, a number of interrelated conceptual and methodological issues must be addressed to advance this...

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Bibliographic Details
Published inPsychology in the schools Vol. 45; no. 5; pp. 369 - 386
Main Authors Appleton, James J., Christenson, Sandra L., Furlong, Michael J.
Format Journal Article
LanguageEnglish
Published Hoboken Wiley Subscription Services, Inc., A Wiley Company 01.05.2008
John Wiley & Sons, Inc
Subjects
Academic Achievement
Construct Validity
Educational Research
Evaluation Methods
Interventions
Measurement Techniques
Research Methodology
Schools
Student Motivation
Student Participation
Students
Test Reliability
Test Validity
Validation
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Summary:Research supports the connection between engagement, achievement, and school behavior across levels of economic and social advantage and disadvantage. Despite increasing interest and scientific findings, a number of interrelated conceptual and methodological issues must be addressed to advance this construct, particularly for designing data‐supported interventions that promote school completion and enhanced educational outcomes for all students. Of particular concern is the need to (a) develop consensus on the name of the construct, (b) identify reliable measures of the dimensions of the construct, and (c) complete the construct validation studies needed to move research and intervention forward. © 2008 Wiley Periodicals, Inc.
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ISSN:0033-3085
1520-6807
DOI:10.1002/pits.20303