Student engagement and its relationship with early high school dropout.

By I. Archambault, M. Janosz, Jean-Sébastien Fallu, L. Pagani. Journal des adolescens, 2009

735 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/69bb7d6df5a25e5ff33e264d343e0bf972646c6b

How researchers see this paper

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

In Education

In Safety Research

Citations in the corpus

All better than being disengaged: Student engagement patterns and their relations to academic self-concept and achievement (2020, background): “This may result in a downward spiral for this group as low achievement shapes lower subsequent self-concept (Möller et al. 2011) which will provoke even stronger disengagement increasing the risk of school dropout eventually (Archambault et al. 2009).”
Role of Family Background, Student Behaviors, and School-Related Beliefs in Predicting High School Dropout (2015, methodology): “Furthermore, previous research suggests that the covariates tested along with the model in the current study (SES, parental involvement, and absenteeism) are related to high school dropout (Archambault et al., 2009; Battin-Pearson et al., 2000; Gleason & Dynarski, 2002; Janosz et al., 1997; Jimerson”
Transactional associations between classroom engagement and relations with teachers from first through fourth grade (2013, background): “Archambault et al. / Learning and Instruction 23 (2013) 1e9 2”
The role of perceived classroom goal structures, self-efficacy, and engagement in student science achievement (2017, background): “Furthermore, many studies have demonstrated that there are strong associations between cognitive and affective engagement and academic achievement (Archambault et al. 2009; Reschly et al. 2008).”
High self-control predicts more positive emotions, better engagement, and higher achievement in school (2014, background): “research attention due to its association with key outcomes such as academic achievement and dropout rates (Appleton et al. 2008; Archambault et al. 2009).”
Framing student engagement in higher education (2013, background): “Most theorists, however, consider the three dimensions of behaviour, cognition and affect adequately capture the psychological state of engagement (Fredricks, Blumenfeld, and Paris 2004), with recent studies supporting the view that the dimensions are facets of a single meta construct (Archambault e”
Motives for becoming a teacher and their relations to academic engagement and dropout among student teachers (2014, background): “Behavioural engagement refers to student participation in study settings, while emotional engagement refers to the students’ feelings of belonging in the educational setting (e.g. Anderson et al. 2004; Archambault et al. 2009; van Uden, Ritzen, and Pieters 2013).”
Reexamining Gifted Underachievement and Dropout Through the Lens of Student Engagement (2013, background): “It was suggested that cognitive engagement, like affective engagement, influences behavioral engagement, indirectly influencing dropout (Archambault et al., 2009; Reschly & Christenson, 2006a).”