Jingle, Jangle, 1 and Conceptual Haziness 2 : Evolution and Future Directions of the Engagement Construct

By Amy L. Reschly, S. Christenson. 2012

879 citations recorded by the source corpus.

Subfields: Education, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/3e9804c092d17f1fbbc0336e8947003804bae023

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Citations in the corpus

Engagement in language learning: A systematic review of 20 years of research methods and definitions (2021, background): “However, like the early work on student engagement outside our field (for one review, see Reschly & Christenson, 2012), many of the studies we reviewed seem to suffer from conceptual haziness and lack of focus.”
Students' self-concept and self-efficacy in the sciences: Differential relations to antecedents and educational outcomes. (2015, background): “…have rarely investigated whether the two constructs show differential relations to antecedents of competence beliefs and educational outcomes or are merely different labels for the same construct (jangle-fallacy, Kelley, 1927; Marsh, Craven, Hinkley, & Debus, 2003; Reschly & Christenson, 2012).”
Facilitating Student Engagement Through Educational Technology: Towards a Conceptual Framework (2019, background): “These include a student’s self-concept, skills, motivation, self-efficacy, self-regulation, subject/discipline interest and wellbeing (Bandura, 1995; Reschly and Christenson, 2012; Zepke, 2014), as well as their prior technology experience and acceptance (Moos and Azevedo, 2009), as negative…”
Researching and Practicing Positive Psychology in Second/Foreign Language Learning and Teaching: The Past, Current Status and Future Directions (2021, background): “Cognitive engagement happens when one is adequately, mentally challenged, and absorbed in one’s work (Reschly and Christenson, 2012).”
Digital support for student engagement in blended learning based on self-determination theory (2021, background): “Student engagement refers to the degree of attention, effort, participation curiosity, interest, and passion shown by students when they are learning or being taught (Reschly & Christenson, 2012).”
Studying Triggers for Interest and Engagement Using Observational Methods (2015, background): “…theory” (p. 330; see also Sinatra et al., this issue): They develop in the relation or interaction between a person and the environment (e.g., Appleton, Christenson, & Furlong, 2008; Barron, 2006; Hidi & Renninger, 2006; Nolen, 2007; Pressick-Kilborn & Walker, 2002; Reschly & Christenson, 2012).”
Interest-based text preference moderates the effect of text difficulty on engagement and learning (2015, background): “Operationalizing engagement Engagement is a multidimensional construct that has been used to describe diverse behaviors, thoughts, perceptions, feelings, and attitudes (Reschly & Christenson, 2012).”
An examination of teachers’ strategies to foster student engagement in blended learning in higher education (2021, background): “Recognized as a complex and multifaceted construct, student engagement is rooted in action (Bond et al., 2020; Kahu, 2013; Reschly & Christenson, 2012).”
Academic buoyancy and academic resilience: Exploring ‘everyday’ and ‘classic’ resilience in the face of academic adversity (2013, background): “Consistent with recent multidimensional perspectives on motivation and engagement (Reschly & Christenson, 2012), academic engagement outcomes are separated into impeding engagement outcomes (i.e. relatively low-level ‘everyday’ negative engagement) and maladaptive engagement outcomes (i.e.…”
Student Engagement: Current State of the Construct, Conceptual Refinement, and Future Research Directions (2021, background): “Fredrick and colleagues (Fredricks et al., 2004) forewarned this issue, cautioning that the construct was “theoretically messy” (p. 84), and this remains a pressing concern after more than a decade of research (Appleton et al., 2008; Azevedo, 2015; Reschly and Christenson, 2012).”
Teacher Support and Engagement in Math and Science: Evidence from the High School Longitudinal Study (2016, background): “…consisting of cognitive (e.g. concentration), behavioral (e.g. participation), and affective (e.g. enjoyment) components that support learning (Fredericks, Blumenfeld, & Paris, 2004; National Research Council and Institute of Medicine [NRC & IM], 2003; Reschly & Christenson, 2012; Shernoff, 2013).”
Learner Engagement in Blended Learning Environments: A Conceptual Framework (2019, background): “The tome’s opening chapter (Reschly & Christenson, 2012) is titled “Jingle, Jangle, and Conceptual Haziness”: In psychology, jingle refers to the same term being used for different things, and jangle designates different terms being used for the same construct (see Kelly, 1927; Thorndike, 1913).”