School engagement: Potential of the concept, state of the evidence

被引：5381
作者：
Fredricks, JA
Blumenfeld, PC
Paris, AH
机构：
[1] Connecticut Coll, Dept Human Dev, New London, CT 06320 USA
[2] Univ Michigan, Sch Educ, Ann Arbor, MI 48109 USA
[3] Claremont Mckenna Coll, Dept Psychol, Claremont, CA 91711 USA
来源：
REVIEW OF EDUCATIONAL RESEARCH | 2004年 / 74卷 / 01期
关键词：
motivation; school engagement; self-regulated learning;
D O I：
10.3102/00346543074001059
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
The concept of school engagement has attracted increasing attention as representing a possible antidote to declining academic motivation and achievement. Engagement is presumed to be malleable, responsive to contextual features, and amenable to environmental change. Researchers describe behavioral, emotional, and cognitive engagement and recommend studying engagement as a multifaceted construct. This article reviews definitions, measures, precursors, and outcomes of engagement; discusses limitations in the existing research; and suggests improvements. The authors conclude that, although much has been learned, the potential contribution of the concept of school engagement to research on student experience has yet to be realized. The), call,for richer characterizations of how students behave, feel, and think-research that could aid in the development of finely tuned interventions.
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收藏
页码：59 / 109
页数：51
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