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Handbook of Research on Student EngagementStudent Engagement: What Is It? Why Does It Matter?

Handbook of Research on Student Engagement: Student Engagement: What Is It? Why Does It Matter? [This chapter considers the relationships of student engagement with ­academic achievement, graduating from high school, and entering postsecondary schooling. Older and newer models of engagement are described and critiqued, and four common components are identified. Research on the relationship of each component with academic outcomes is reviewed. The main themes are that engagement is essential for learning, that engagement is multifaceted with behavioral and psychological components, that engagement and disengagement are developmental and occur over a period of years, and that student engagement can be modified through school policies and practices to improve the prognoses of students at risk. The chapter concludes with a 13-year longitudinal study that shows the relationships of academic achievement, behavioral and affective engagement, and dropping out of high school.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

Handbook of Research on Student EngagementStudent Engagement: What Is It? Why Does It Matter?

Editors: Christenson, Sandra L.; Reschly, Amy L.; Wylie, Cathy

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References (123)

Publisher
Springer US
Copyright
© Springer Science+Business Media New York 2012
ISBN
978-1-4614-2017-0
Pages
97 –131
DOI
10.1007/978-1-4614-2018-7_5
Publisher site
See Chapter on Publisher Site

Abstract

[This chapter considers the relationships of student engagement with ­academic achievement, graduating from high school, and entering postsecondary schooling. Older and newer models of engagement are described and critiqued, and four common components are identified. Research on the relationship of each component with academic outcomes is reviewed. The main themes are that engagement is essential for learning, that engagement is multifaceted with behavioral and psychological components, that engagement and disengagement are developmental and occur over a period of years, and that student engagement can be modified through school policies and practices to improve the prognoses of students at risk. The chapter concludes with a 13-year longitudinal study that shows the relationships of academic achievement, behavioral and affective engagement, and dropping out of high school.]

Published: Jan 3, 2012

Keywords: Academic Achievement; Student Engagement; Social Engagement; Eighth Grade; Extracurricular Activity

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