Relationships between Student Engagement and Academic Achievement: A Meta-Analysis

By Hao Lei, Yunhuo Cui, Wenye Zhou. 2018

773 citations recorded by the source corpus.

Most scholars have argued that student engagement positively predicts academic achievement, but some have challenged this view. We sought to resolve this debate by offering conclusive evidence through a meta-analysis of 69 independent studies (196,473 participants). The results revealed that (a) there was a moderately strong and positive correlation between overall student engagement and academic achievement, and an analysis of the domains of behavioral, emotional, and cognitive engagement showed that almost all had a positive correlation with students’ academic achievement; and (b) a moderator analysis revealed that the relationship between student engagement and academic achievement was influenced by the method of reporting engagement, cultural value, and gender. Furthermore, the relationships of behavioral, emotional, and cognitive engagement with academic achievement were influenced by reporting method for engagement, cultural value, or gender.

Subfields: Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/4de30d96b779b0bcc557b222727ae1393019b351

How researchers see this paper

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

In Education

1. Camilla Forsberg
2. L. Bäulke
3. Ylva Bjereld
4. Markus Dresel
5. C. Grunschel
6. Robert Thornberg
7. Eva Hammar Chiriac

In Experimental and Cognitive Psychology

1. L. Bäulke
2. Markus Dresel
3. C. Grunschel

Citations in the corpus

• Teacher–Student Relationship Quality and Student Engagement: A Sequential Explanatory Mixed-Methods Study (2020, background): “Moreover, Chang, Chien, and Chou (2016) and Lei, Cui, and Zhou (2018) showed that behavioural, affective, and cognitive engagements were all positively related to academic achievement.”
• Student dropout at university: a phase-orientated view on quitting studies and changing majors (2021, background): “Similarly, meta-analyses point out that student engagement is positively related to academic achievement (Lei et al., 2018), and certain motivational aspects such as academic goals and academic self-efficacy show besides academic-related skills moderate relationships with retention (Robbins et al.,…”