Handbook of Research on Student Engagement

672 Pages·2022·26.278 MB·English

by  Amy L. Reschly (editor), Sandra L. Christenson (editor)

Amy L. Reschly
Sandra L. Christenson   Editors
Handbook
of Research
on Student
Engagement
Second Edition
Handbook of Research on Student
Engagement
Amy L. Reschly • Sandra L. Christenson
Editors
Handbook of Research
on Student Engagement
Second Edition
Editors
Amy L. Reschly Sandra L. Christenson
University of Georgia University of Minnesota
Athens, GA, USA Minneapolis, MN, USA
ISBN 978-3-031-07852-1 ISBN 978-3-031-07853-8 (eBook)
https://doi.org/10.1007/978-3-031-07853-8
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Contents
Part I Defining Student Engagement: Models and Related Constructs
Jingle-Jangle Revisited: History and Further Evolution
of the Student Engagement Construct . . . . . . . . . . . . . . . . . . . . . . . . . 3
Amy L. Reschly and Sandra L. Christenson
Unlocking the Positive Synergy Between Engagement
and Motivation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Ellen A. Skinner and Kristen E. Raine
Situated Expectancy-Value Theory, Dimensions of Engagement,
and Academic Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
Jessica R. Gladstone, Allan Wigfield, and Jacquelynne S. Eccles
Study Demands-Resources Model of Student Engagement
and Burnout . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
Katariina Salmela-Aro, Xin Tang, and Katja Upadyaya
Agentic Engagement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
Johnmarshall Reeve and Hyungshim Jang
Academic Emotions and Student Engagement . . . . . . . . . . . . . . . . . . 109
Reinhard Pekrun and Lisa Linnenbrink-Garcia
School Belonging and Student Engagement: The Critical
Overlaps, Similarities, and Implications for Student Outcomes . . . . 133
Kelly-Ann Allen and Christopher Boyle
Self-Efficacy and Engaged Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . 155
Dale H. Schunk and Maria K. DiBenedetto
Using Self-Regulated Learning (SRL) Assessment Data
to Promote Regulatory Engagement in Learning
and Performance Contexts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171
Timothy J. Cleary and Angela M. Lui
Hope and Student Engagement: Keys to School Success . . . . . . . . . . 195
Elyse M. Farnsworth, Maddie Cordle, and Ariana Groen
v
vi Contents
Part II Student Engagement: Positive Development and Outcomes
Relationships Between Student Engagement and Mental Health
as Conceptualized from a Dual- Factor Model . . . . . . . . . . . . . . . . . . . 217
Shannon M. Suldo and Janise Parker
Resilience and Student Engagement: Promotive and Protective
Processes in Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 239
Ann S. Masten, Kayla M. Nelson, and Sarah Gillespie
Developmental Relationships and Student Academic Motivation:
Current Research and Future Directions . . . . . . . . . . . . . . . . . . . . . . . 257
Peter C. Scales, Kent Pekel, and Benjamin J. Houltberg
Early Childhood Engagement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 285
Stacey Neuharth-Pritchett and Kristen L. Bub
Using Positive Student Engagement to Create Opportunities
for Students with Troubling and High-Risk Behaviors . . . . . . . . . . . . 301
Amy Jane Griffiths, Rachel Wiegand, and Christopher Tran
Student Engagement and School Dropout: Theories, Evidence,
and Future Directions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 331
Isabelle Archambault, Michel Janosz, Elizabeth Olivier,
and Véronique Dupéré
Exploring the Character of Student Persistence in Higher
Education: The Impact of Perception, Motivation,
and Engagement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 357
Vincent Tinto
Part III Contexts for Engagement
Expanding an Equity Understanding of Student Engagement:
The Macro (Social) and Micro (School) Contexts . . . . . . . . . . . . . . . . 383
Claudia L. Galindo, Tara M. Brown, and Justine H. Lee
Parental Influences on Achievement Motivation and Student
Engagement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 403
Janine Bempechat, David J. Shernoff, Shira Wolff,
and Hannah J. Puttre
Teacher–Student Relationships, Engagement in School,
and Student Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 431
Tara L. Hofkens and Robert C. Pianta
The Role of Peer Relationships on Academic
and Extracurricular Engagement in School . . . . . . . . . . . . . . . . . . . . . 451
Casey A. Knifsend, Guadalupe Espinoza, and Jaana Juvonen
Instruction and Student Engagement: Implications
for Academic Engaged Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 469
Matthew K. Burns, Mallory A. Stevens, and James Ysseldyke
Contents vii
The Role of Academic Engagement in Students’ Educational
Development: Insights from Load Reduction Instruction
and the 4M Academic Engagement Framework . . . . . . . . . . . . . . . . . 487
Andrew J. Martin
Achievement Goal Theory and Engagement . . . . . . . . . . . . . . . . . . . . 511
Eric M. Anderman, Helen Patrick, and Seung Yon Ha
Student Engagement: The Importance of the Classroom Context . . . 529
Wendy M. Reinke, Keith C. Herman, and Christa B. Copeland
Student Engagement and Learning Climate . . . . . . . . . . . . . . . . . . . . 545
Howard Adelman and Linda Taylor
Engaging High School Students in Learning . . . . . . . . . . . . . . . . . . . . 563
Marcia H. Davis, Crystal L. Spring, and Robert W. Balfanz
The Role of Policy in Supporting Student Engagement . . . . . . . . . . . 587
Cathy Wylie
Part IV Measurement
The Measurement of Student Engagement: Methodological
Advances and Comparison of New Self-report Instruments . . . . . . . 597
Jennifer A. Fredricks
Measuring Student Engagement with Observational Techniques . . . 617
Jennifer A. Fredricks
Multicultural and Cross-Cultural Considerations
in Understanding Student Engagement in Schools: Promoting
the Development of Diverse Students Around the World . . . . . . . . . . 629
Shane R. Jimerson and Chun Chen
Measuring Student Engagement: New Approaches and Issues . . . . . 647
Joe Betts
Epilogue . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 659
Amy L. Reschly and Sandra L. Christenson
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 667
About the Authors
Howard Adelman, PhD, is Professor of Psychology and co-director of the

national Center for MH in Schools & Student/Learning Supports at the
University of California, Los Angeles (UCLA, which operates under the aus-
pices of the School Mental Health Project). He began his professional career
as a remedial classroom teacher in 1960. In 1973, he returned to UCLA in the
role of Professor of Psychology and also was the director of the Fernald
School and Laboratory until 1986. Adelman and Linda Taylor have worked
together for over 40 years with a constant focus on improving how schools
and communities address barriers to learning and teaching, re-engage discon-
nected students, and promote healthy development. Over the years, they have
led major projects focused on dropout prevention, enhancing the mental
health facets of school-based health centers, and developing comprehensive,
school-based approaches for students with learning, behavior, and emotional
problems. Their work has involved them in schools and communities across
the country. Their present focus is on policies, practices, and large-scale sys-
temic transformation. This work includes facilitating the National Initiative
for Transforming Student and Learning Supports.
Kelly-Ann Allen, PhD FAPS, is an educational and developmental psychol-

ogist, a senior lecturer at the Faculty of Education, Monash University, and an
honorary senior fellow at the Centre for Wellbeing Science, University of
Melbourne. She is also the co-director and founder of the Global Belonging
Collaborative, which represents a consortium of belonging researchers and
advocates from around the world. Dr. Allen is the Editor-in- Chief of The
Educational and Developmental Psychologist and both the present and
founding Co-Editor-in-Chief of the Journal of Belonging and Human
Connection. She holds the esteemed grade of Fellow for both the Australian
Psychological Society and the College of Educational and Developmental
Psychologists.
Eric  M.  Anderman is Professor of Educational Psychology and of

Quantitative Research, Evaluation, and Measurement in the College of
Education and Human Ecology, Ohio State University. He received his PhD
in Educational Psychology from the University of Michigan, and he also
holds a Master’s degree from Harvard University. Before attending graduate
school, he worked as a middle school and high school teacher. His research
over the past 25 years has focused on academic motivation, focusing in par-
ix
x About the Authors
ticular on the relations between motivation and (a) academic integrity and (b)
adolescent risk-taking behavior. His research has been funded by the National
Institutes of Health, the Institute of Education Sciences, and the Department
of Health & Human Services Office of Population Affairs. He is a fellow of
both the American Psychological Association and the American Educational
Research Association. He is the editor of the journal Theory into Practice,
and he co-edited the 3rd edition of the Handbook of Educational Psychology,
and the Visible Learning Guide to Student Achievement with John Hattie. He
is the co-author of three text books, as well as over 100 peer-reviewed articles
and invited chapters. His research has been featured in numerous media out-
lets, including CBS News, NBC News (Dateline NBC), CNN, NPR, The
Huffington Post, The Wall Street Journal, New York magazine, and numerous
other outlets.
Isabelle Archambault holds the Canada Research Chair on school, youth

well-being, and educational success, and is co-holder of the Myriagone
McConnell-UdM (Université de Montréal) Chair in youth knowledge mobi-
lization. Her work focuses on the differential effects of school or its practices
on the engagement, well-b eing, and educational success of youth from vul-
nerable populations.
Robert W. Balfanz is a research professor at Johns Hopkins University

School of Education, the director of the Everyone Graduates Center, and a
co-director of the Center for Social Organization of Schools. He publishes
and leads technical assistance efforts on secondary school reform, early
warning systems, chronic absenteeism, social-e motional learning, and
instructional improvements in high-poverty schools, and focuses on translat-
ing research findings into effective school improvement strategies and
interventions.
Janine Bempechat is a clinical professor at Boston University Wheelock

College of Education & Human Development. She is a developmental psy-
chologist with a deep interest in the socialization of achievement. She studies
family, cultural, and school influences in the development of student motiva-
tion and academic achievement in low- income children and youth, both
nationally and cross-nationally. A former National Academic of Education
Spencer Fellow, her research has been supported by the Spencer Foundation
and the William T. Grant Foundation.
Joe Betts, PhD, EdS, MMIS, is the Director of Measurement and Testing at

the National Council of State Boards of Nursing (NCSBN). Dr. Betts has
been involved in the fields of psychology and measurement for over two
decades. He has a unique view of testing and measurement as a user of psy-
chological and educational assessments, and the test development side with
respect to educational, psychological, and clinical assessments, and new
product R&D. Additionally, he has worked in a managerial and directorial
role for over a decade leading operational and research teams with HMH,
Riverside Assessments, Pearson, and NCSBN. In addition, he has had his
About the Authors xi
research published in a number of diverse areas along with over 100 profes-
sional presentations. He has contributed over a decade to service on profes-
sional journals as an associate editorial board member, editorial advisory
board member, and editorial board member for a number of professional pub-
lications. In addition to working in the area of engagement, his research
focuses on advanced polytomous models for computerized adaptive testing
and the measurement of clinical judgment in entry-level nursing.
Christopher Boyle, BSc (Hons), MSc, BA, PGCE, MSc EdPsych, PhD, is

Professor of Inclusive Education and Educational Psychology at the
University of Adelaide, Australia. He is a fellow of the British Psychological
Society and a senior fellow of the Higher Education Academy. Chris was
previously Editor-in-Chief of The Educational and Developmental
Psychologist (2012–2017) and is the co-inaugural founding editor of
Belonging and Human Connection (with Kelly-Ann Allen) launched in 2022.
He recently co-edited Research for Sustainable Quality Education: Inclusion,
Belonging, and Equity (2022, Springer Nature).
Tara M. Brown is Associate Professor in the Urban Education specializa-

tion at the University of Maryland, College Park. Tara’s research focuses on
how disciplinary exclusion, high school non- completion, and involvement
with the criminal legal system impact the experiences of Black and Latinx
adolescents and young adults in low-income, urban communities. She spe-
cializes in qualitative, community-based, and participatory action research
(PAR) methodologies.
Kristen L. Bub is a professor and coordinator of the Applied Cognition and

Development program in the Department of Educational Psychology,
University of Georgia. Her research interests include social-emotional devel-
opment, early education, and research methods. Her research lies at the inter-
section of development and learning and aims to understand the processes by
which young children’s cognitive and behavioral regulation skills develop.
Her work also centers on evaluating the impact of these skills on subsequent
learning outcomes among understudied and at-risk populations of children to
develop prevention/intervention programs and to inform policy for young
children.
Matthew K. Burns is the College of Education Herbert H. Schooling

Professor and Professor of Special Education at the University of Missouri.
He is also the director of the Center for Collaborative Solutions for Kids,
Practice, and Policy, and interim co-director of the Missouri Partnership for
Educational Renewal. Dr. Burns’s research interests include the use of assess-
ment data to determine individual or small-group interventions, response to
intervention, academic interventions, and facilitating problem-solving teams.
He received the 2020 Senior Scientist Award from Division 16 (School
Psychology) of the American Psychological Association.