Relationships between student engagement and academic achievement: A meta-analysis

• Published in: Social behavior and personality Vol. 46; no. 3; pp. 517 - 528
• Main Authors: Lei, Hao, Cui, Yunhuo, Zhou, Wenye
• Format: Journal Article
• Language: English
• Published: Palmerston North Scientific Journal Publishers 01.03.2018; Scientific Journal Publishers, Ltd; Scientific Journal Publishers Ltd
• Subjects: Academic Achievement; Behavioral Engagement; Cognition; Cognitive Engagement; Cognitive-behavioral factors; Cultural Value; Cultural values; Education; Educational psychology; Educational research; Emotional Engagement; Emotions; Engagement (Philosophy); Gender; Growth models; Independent study; Learning; Meta-analysis; Motivation in education; Researchers; Secondary school students; Secondary schools; Student Engagement; Student participation; Systematic review
• ISSN: 0301-2212; 1179-6391
• DOI: 10.2224/sbp.7054

Most scholars have argued that student engagement positively predicts academic achievement, but some have challenged this view. We sought to resolve this debate by offering conclusive evidence through a meta-analysis of 69 independent studies (196,473 participants). The results revealed that (a) there was a moderately strong and positive correlation between overall student engagement and academic achievement, and an analysis of the domains of behavioral, emotional, and cognitive engagement showed that almost all had a positive correlation with students' academic achievement; and (b) a moderator analysis revealed that the relationship between student engagement and academic achievement was influenced by the method of reporting engagement, cultural value, and gender. Furthermore, the relationships of behavioral, emotional, and cognitive engagement with academic achievement were influenced by reporting method for engagement, cultural value, or gender.