The Relationship Between Student Engagement and Academic Performance: Is It a Myth or Reality?

By Jung‐Sook Lee. 2014

392 citations recorded by the source corpus.

ABSTRACT The author examined the relationship between student engagement and academic performance, using U.S. data of the Program for International Student Assessment 2000. The sample comprised 3,268 fifteen-year-old students from 121 U.S. schools. Multilevel analysis showed that behavioral engagement (defined as effort and perseverance in learning) and emotional engagement (defined as sense of belonging) significantly predicted reading performance. The effect of emotional engagement on reading performance was partially mediated through behavioral engagement. Findings from the present study suggest that educators, policy makers, and the research community need to pay more attention to student engagement and ways to enhance it.

Subfields: Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/d852b53056f39233fc022b3063221c6ea5da165a

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. Bing Hiong Ngu
2. Ya-Juan Gan
3. Juan Zhang
4. Ling-Yan Yang
5. Jianpeng Guo
6. Y. Lo
7. Huy P Phan
8. Oqab Alrashidi

In Safety Research

1. Bing Hiong Ngu
2. Ya-Juan Gan
3. Juan Zhang
4. Ling-Yan Yang
5. Jianpeng Guo
6. Y. Lo
7. Huy P Phan
8. Oqab Alrashidi

Citations in the corpus

• Academic Engagement: An Overview of Its Definitions, Dimensions, and Major Conceptualisations (2016, background): “Reeve and Lee (2014) found that changes in academic engagement (combined measures of emotional, behavioural, cognitive, and agentic engagement) at Time 2 (after controlling for engagement at Time 1) predicted students’ achievement at Time 3 .22, .05 .”
• Academic self-concept, perceptions of the learning environment, engagement, and learning outcomes of university students: relationships and causal ordering (2021, methodology): “This finding is in line with Guo’s (2018) study but is different from studies showing the positive link between course experience, engagement, and academic achievement (e.g., Kuh et al., 2008; Lee, 2014; Lizzio et al., 2002).”
• Content familiarity, task repetition and Chinese EFL learners’ engagement in second language use (2017, background): “It is argued to be crucial for learning (Appleton, Christenson, & Furlong, 2008) and to be an indicator of academic achievement (Christenson, Reschly, & Wylie, 2012; Lee, 2014).”
• Relationship Between Student Engagement and Performance in E-Learning Environment Using Association Rules (2018, background): “Some literature works have also studied the impact of student engagement on their academic performance [10] [11] [12].”