New Conceptual Frameworks for Student Engagement Research, Policy, and Practice

By Michael A. Lawson, H. Lawson. 2013

687 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/b1a02521eb936b7ccece2eb200cb7e0a6bb1e787

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Citations in the corpus

The role of perceived classroom goal structures, self-efficacy, and engagement in student science achievement (2017, positive): “Agentic engagement has emerged as a more authentic and action-oriented form of engagement in recent research (Lawson and Lawson 2013).”
Engagement in language learning: A systematic review of 20 years of research methods and definitions (2021, background): “In the wider educational research literature, reviews synthesizing research on student engagement are centered on conceptual and theoretical issues (e.g. Lawson & Lawson, 2013; Reschly & Christenson, 2012).”
Teachers’ accounts of learners’ engagement and disaffection in the language classroom (2020, background): “…(e.g. Svalberg 2009, 2017), engagement in task-based interaction (e.g. Philp and Duchesne 2016), establishing the engagement component structure (Reeve 2012; Reeve and Tseng 2011), and positioning it within a broader theoretical framework (Dincer et al. 2019; Lawson and Lawson 2013; Skinner 2016).”
The relationships between school belonging and students’ motivational, social-emotional, behavioural, and academic outcomes in secondary education: a meta-analytic review (2019, background): “The often referred to review study of Fredricks et al. (2004) distinguishes three domains, namely between behavioural, emotional, and cognitive engagement (see also Finn and Zimmer 2012; Furlong et al. 2003; Lawson and Lawson 2013; Wang, Willett, and Eccles 2011).”
Longitudinal and Contextual Associations Between Teacher–Student Relationships and Student Engagement (2017, background): “It encompasses as an overarching educational ethos that it is desirable for all students to be psychologically engaged, active participants in school, who also value and enjoy the experiences of learning at school (Eccles et al., 1993; Lawson & Lawson, 2013).”
The Unwritten Rules of Engagement: Social Class Differences in Undergraduates' Academic Strategies (2016, background): “This research suggests that a broader concept of engagement in line with general education research (Fredricks et al., 2004; Lawson & Lawson, 2013) would more equally recognize all undergraduates’ efforts to learn.”
Reading Motivation and Reading Engagement: Clarifying Commingled Conceptions (2014, background): “In a significant effort to integrate engagement research and theory, Lawson and Lawson (2013) have developed a socio-ecological conception of engagement in which “student engagement dispositions” (p. 448) act as drivers.”
Child engagement in the transition to school: Contributions of self-regulation, teacher–child relationships and classroom climate (2015, background): “This study focuses on the behavioral dimension of engagement, in specific the child’s engagement in learning, which refers to child’s attention and persistence in the learning activities (Fredricks et al., 2004; Lawson & Lawson, 2013).”
Coding Classroom Interactions for Collective and Individual Engagement (2015, background): “In summary, whereas the importance of social interactions and environment is increasingly acknowledged in engagement research (Gresalfi, 2009; Lawson & Lawson, 2013), the dimensional approach can cause difficulties with regard to understanding engagement as dynamic and process oriented.”
Exploring Engagement in Tasks in the Language Classroom (2016, methodology): “This robust research is embodied in a recent handbook of research in student engagement (Christenson, Reschly, & Wylie, 2012), and in a theoretical review of the construct (Lawson & Lawson, 2013).”
An examination of teachers’ strategies to foster student engagement in blended learning in higher education (2021, background): “…multidimensional psycho-social process, numerous authors (Bond et al., 2020; Chris-tenson et al., 2012; Fredricks et al., 2019; Kahu, 2013; Lawson & Lawson, 2013; Manwar-ing et al., 2017; Schindler et al., 2017) refer to the definition provided by Fredricks et al. (2004) based on a qualitative…”
Engaging students emotionally: the role of emotional intelligence in predicting cognitive and affective engagement in higher education (2017, background): “Affective engagement comprises feelings of belongingness and relatedness to those in college, while cognitive engagement entails the psychological investment students place in their academic work, their educational goals and feelings of control (Lawson & Lawson, 2013).”
Stressors and Turning Points in High School and Dropout (2015, background): “In contrast with other important tenets of the life course perspective that are well researched in the dropout literature (even if not always explicitly couched in life course terms), broad geographical and historical phenomena often are overlooked in this literature (see Lawson & Lawson, 2013).”
All better than being disengaged: Student engagement patterns and their relations to academic self-concept and achievement (2020, background): “…as outlined, the consideration of the interplay of the three engagement dimensions is more and more recognized as a critical endeavor to understand the multifaceted nature of student engagement and students’ everyday experiences (Fredricks et al. 2004; Lawson and Lawson 2013; Wang et al. 2019).”
Students’ engagement profiles in mathematics according to learning environment dimensions: Developing an evidence base for best practice in mathematics education (2017, methodology): “Drawing on Bronfenbrenner’s (1979) theory, a social-ecological framework for studying student engagement has been persuasively argued (Lawson & Lawson, 2013), highlighting the intersection of student engagement, and settings that schools and teachers create.”