The Student Engagement in Schools Questionnaire (SESQ) and the Teacher Engagement Report Form-New (TERF-N): Examining the Preliminary Evidence

By Shelley R. Hart, Kaitlyn Stewart, S. Jimerson. Contemporary School Psychology, 2011

165 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/26e0cd17c31727bfa0f76a6f3b8bae789fcc0eb6

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. A. Frenzel
2. Robert Thornberg
3. I. Burić
4. Camilla Forsberg

In Education

1. Camilla Forsberg
2. I. Burić
3. A. Frenzel
4. Ylva Bjereld
5. Robert Thornberg
6. Eva Hammar Chiriac
7. Reinhard Pekrun
8. Thomas Goetz

Citations in the corpus

• Teacher emotional labour, instructional strategies, and students’ academic engagement: a multilevel analysis (2020, methodology): “Finally, student self-reported academic engagement was measured by the Cognitive, Affective, and Behavioural Subscales of the Student Engagement in Schools Questionnaire (SESQ; Hart et al., 2011), in order to capture the three-dimensional”
• Teacher–Student Relationship Quality and Student Engagement: A Sequential Explanatory Mixed-Methods Study (2020, methodology): “Cognitive engagement refers to cognitive, self-regulation, goal-directed, and learning strategies that students use in academic tasks and learning processes (Harbour et al. 2015; Hart, Stewart, and Jimerson 2011; Lei, Cui, and Zhou 2018; Quin 2017).”