Toward an Understanding of Definitions and Measures of School Engagement and Related Terms
- 837 Downloads
This article provides an overview of definitions and measures related to school engagement. The intent herein, is to explore the construct and measurement of school engagement and related terms and provide a summary of previous literature, in an effort to offer a foundation to advance related scholarship and practice. Previous articles exploring school engagement, school bonding, and other associated terms (e.g., school attachment, school commitment, motivation) include a variety of definitions and measures. Items used in previous research addressing school engagement and related terms were classified into five contexts: a) academic performance, b) classroom behavior, c) extracurricular involvement, d) interpersonal relationships, and e) school community. Based on this review, it is suggested that school engagement is a multifaceted construct that includes affective, behavioral, and cognitive dimensions. Conceptualizing school engagement as a multifaceted construct has implications for both research and practice.
KeywordsSchool engagement Assessment Measures Definitions
Unable to display preview. Download preview PDF.
- Firestone, W. A., & Rosenblum, S. (1988). Building commitment in urban high schools. Educational Evaluation and Policy Analysis, 10, 285–299.Google Scholar
- Greenwood, C. R., Horton, B. T., & Utley, C. A. (2002). Academic engagement: Current perspectives on research and practice. School Psychology Review, 31, 328–349.Google Scholar
- Hoppe, M. J., Wells, E. A., Haggerty, K. P., Simpson, E. E., Gainey, R. R., & Catalano, R. F. (1998). Bonding in a high-risk and a general sample of children: Comparison of measures of attachment and their relationship to smoking and drinking. Journal of Youth and Adolescence, 27, 59–81.CrossRefGoogle Scholar
- Research Network on Successful Pathways through Middle Childhood. (2003). Retrieved January 15, 2003, from http://www.middlechildhood.org/initiatives/engagement.htm
- Robertson, L. M., Harding, M. S., & Morrison, G. M. (1998). A comparison of risk and resilience indicators among Latino/a students: Differences between students identified as at-risk, learning disabled, speech impaired, and not at-risk. Education and Treatment of Children, 21, 333–353.Google Scholar
- Sinclair, M. F., Christenson, S. L., Evelo, D. L., & Hurley, C. M. (1998). Dropout prevention for youth with disabilities: Efficacy of a sustained school engagement procedure. Exceptional Children, 65, 7–21.Google Scholar
- Sinclair, M. F., Hurley, C. M., Evelo, D. L., Christenson, S. L., & Thurlow, M. L. (2001). Making connections that keep students coming to school. In R. Algozzine, & P. Kay (Eds.), Preventing problem behaviors: A handbook of successful prevention strategies (pp. 162–182). Thousand Oaks, CA: Corwin Press.Google Scholar