Part I Commentary: So What Is Student Engagement Anyway?

By Jacquelynne S. Eccles, Ming-Te Wang. 2012

255 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/876f8cd88a6b3e6932ae14a446609228f803b2d2

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In Developmental and Educational Psychology

In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Students’ engagement profiles in mathematics according to learning environment dimensions: Developing an evidence base for best practice in mathematics education (2017, background): “School psychologists may fruitfully employ practical approaches such as making explicit connections between mathematics and its social uses and purposes, to help (especially girls) develop a sense of personal significance and practical value (Eccles & Wang, 2012).”
How Reading Motivation and Engagement Enable Reading Achievement: Policy Implications (2020, background): “Relatedness to others is one of the three universal psychological needs that motivates humans to act, according to SDT (Ryan & Deci, 2000), and positive social relations at school play a crucial role in students’ academic dispositions and success (Eccles & Wang, 2012; Wentzel, 2010).”
New Conceptual Frameworks for Student Engagement Research, Policy, and Practice (2013, background): “Students’ experiences of cultural congruence are important for engagement research because studies are increasingly conceptualizing engagement as an important component of students’ positive identity constructions (Bingham & Okagaki, 2012; Crick, 2012; Eccles & Wang, 2012; Oyersman et al., 2011).”
Child engagement in the transition to school: Contributions of self-regulation, teacher–child relationships and classroom climate (2015, background): “While teacher reports can provide information on engagement in learning over time, observational methods can help capture the moment-to-moment task engagement, thus contributing to understand the more dynamic components of behavioral engagement (Eccles & Wang, 2012).”
Why do boys and girls perform differently on PISA Reading in Finland? The effects of reading fluency, achievement behaviour, leisure reading and homework activity (2018, background): “Achievement behavior presumably reflects inner motivational processes (e.g., self-concept of ability and task-value beliefs) that energize and direct behavior (see Eccles & Wang, 2012; Guthrie & Klauda, 2015; Reeve, 2012; Skinner & Pitzer, 2012).”
Motivational Pathways to STEM Career Choices: Using Expectancy-Value Perspective to Understand Individual and Gender Differences in STEM Fields. (2013, background): “Valuerelated beliefs are predictive of achievement and academic engagement (Schiefele, 2001) but are even stronger predictors of choice behaviors and beliefs such as career aspirations in STEM (Eccles, 2009; Eccles & Wang, 2012; Wang & Eccles, 2013).”
Teacher Support and Engagement in Math and Science: Evidence from the High School Longitudinal Study (2016, background): “…(values, goals, etc.) do not always lead to behavioral or affective engagement (Appleton, Christenson, & Furlong, 2008).4 Yet, empirically, various forms of achievement motivation and beliefs overlap or co-occur with engagement to a substantial extent (Eccles & Wang, 2012; NRC & IM, 2004).”