Measuring Student Engagement in Upper Elementary through High School: A Description of 21 Instruments. Summary. Issues & Answers. REL 2011-No. 098.

By Jennifer Fredricks, Wendy H. McColskey, Jane E. Meli, J. Mordica, B. Montrosse, Kathleen A. Mooney. 2011

269 citations recorded by the source corpus.

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Citations in the corpus

Reading Motivation and Reading Engagement: Clarifying Commingled Conceptions (2014, background): “…on engagement have acknowledged not only that the term lacks a clear and accepted definition but also that distinctions between it and other related terms, such as motivation, have not been effectively delineated (Fredricks et al., 2004; Fredricks et al., 2011; Jimerson, Campos, & Greif, 2003).”
Gender by racial/ethnic intersectionality in the patterns of Adolescents’ math motivation and their math achievement and engagement (2021, background): “Students’ self-reported behavioral engagement in math class in Grade 11 was a standardized composite of 4 items (Fredricks et al., 2011; e.g., “how often did/do you paid attention to the teacher in math class”; α = 0.74; 1 = never, 4 = always; see Appendix 2 for all items).”
The Validity of the Achievement-Orientation Model for Gifted Middle School Students (2014, background): “the upper grades of elementary school (Fredricks et al., 2011; Skinner, Marchand, Furrer, & Kindermann, 2008).”
The Measurement of Student Engagement: A Comparative Analysis of Various Methods and Student Self-report Instruments (2012, background): “Interviews fall on a continuum from structured and semistructured interviews with predesignated questions to interviews where participants are asked to tell their stories in more open-ended and unstructured ways (Turner & Meyer, 2000 ) .”
The Development and Validation of a Measure of Student Attitudes Toward Science, Technology, Engineering, and Math (S-STEM) (2015, background): “The instrument measures high school and college students’ behavioral and cognitive engagement in math and was validated with high school students (Fredricks et al., 2011).”
Motivation Interventions in Education (2016, background): “…longer, produce higher quality work, and score higher on standardized achievement tests, particularly if they are motivated by relatively intrinsic, as compared with extrinsic, reasons (e.g., Fredericks et al., 2011; Maehr & Midgley, 1999; National Research Council & Institute of Medicine, 2004).”