Student engagement: What is it? Why does it matter?

By J. Finn, K. Zimmer. 2012

983 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/dc6dd6de0f9a22fc7a0f9d6807e53798400fc341

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Citations in the corpus

The Teachers’ Role in Student Engagement: A Review (2020, background): “• Cognitive engagement includes investment in learning, self-regulation, preference for challenge and hard work, going beyond requirements, effort in mastering new knowledge and skills and using learning strategies (Fredricks et al., 2004, p. 64). In terms of this tri-dimensional understanding, Fred”
Learning support and academic achievement among Malaysian adolescents: the mediating role of student engagement (2016, background): “Empirical studies have shown that student engagement at school is important in predicting academic achievement and to overcome school dropouts (Appleton et al. 2008; Finn and Zimmer 2012).”
Language Learner Engagement During Speaking Tasks: A Longitudinal Study (2020, background): “In general education, there is consistent evidence that learner engagement is strongly related to desirable educational outcomes, such as higher academic achievement (e.g. Finn and Zimmer, 2012; Fredricks et al., 2004).”
Emotion Transmission in the Classroom Revisited: A Reciprocal Effects Model of Teacher and Student Enjoyment (2017, background): “…(e.g., feelings of belongingness, interest in school-related activities), behavioral (e.g., participating actively in class and school activities,) and cognitive (e.g., cognitive effort invested into school-related tasks) components (for a review on student engagement, see Finn & Zimmer, 2012).”
Longitudinal and Contextual Associations Between Teacher–Student Relationships and Student Engagement (2017, background): “There currently exists a need to elaborate on the precursors of engagement beyond established individual and family factors (Finn & Zimmer, 2012).”
Self-Efficacy Theory in Education (2016, background): “Another example involves student retention and dropout prevention (Finn & Zimmer, 2012; Rumberger, 2010, 2011; Rumberger & Rotermund, 2012).”
New Conceptual Frameworks for Student Engagement Research, Policy, and Practice (2013, background): “For instance, some research on behavioral engagement focuses on student conduct as a key predictor of students’ educational attainment outcomes (Finn & Zimmer, 2012; Griffiths, Liles, Furlong, & Sidhwa, 2012; Rumberger & Rotermund, 2012).”
A sense of belonging at university: student retention, motivation and enjoyment (2021, background): “Indeed, students who do not develop or maintain a sense of belonging may disengage from their learning, which may reduce the likelihood of academic success and influence their decision to drop out of their studies (Finn and Zimmer 2012; Osterman 2000).”
Teacher Support and Engagement in Math and Science: Evidence from the High School Longitudinal Study (2016, background): “…and future utility beliefs (Rosenbaum, 2001; Wigfield & Eccles, 2000) are more accurately termed antecedents or supports of student engagement (Finn & Zimmer, 2012).5 In the present study, there is substantial empirical overlap among these outcomes (The inter-correlations among the three…”
Engaging students emotionally: the role of emotional intelligence in predicting cognitive and affective engagement in higher education (2017, background): “…is considered a key risk factor in student dropout and lack of persistence at both second level (i.e., in secondary/high school) and third level (i.e., in college/university) (Quaye & Harper, 2014), with engagement consequently viewed as essential for student learning (Finn & Zimmer, 2012).”