Table 1.
Characteristics and findings of student engagement studies.
| Study and subtype | Purpose | Method | Main findings | Definition and components |
|---|---|---|---|---|
| (Appleton et al., 2008); student | Analyze concept | Discuss literature | Need for consensus and clarity | None chosen; behavioral, affective/emotional, psychological, cognitive, academic |
| (Barkaoui et al., 2015); student | Stakeholder perspective of concept | Qual. | Need for contextualization, antecedents explored | None chosen |
| (Bernard, 2015); student | Analyze concept | Systematic review | Lack of clarity and consensus | New (process); behavioral, cognitive, emotional |
| (Burch et al., 2015); student | Propose concept + test scale | Quant. | Model of scale confirmed | New; emotional, physical, cognitive in class, cognitive out of class |
| (Ciric and Jovanovic, 2016); student | Analyze concept | Discuss literature | Concept is dynamic, malleable, multidimensional, and interrelated | Existing; emotional, cognitive, behavioral |
| (Fredricks et al., 2004); school | Analyze concept | Discuss literature | Richer characterizations of components are needed | Existing; behavioral, emotional, cognitive |
| (Harris, 2008); student | Stakeholder perspective of concept | Qual. | Six different ways of understanding student engagement were found | Unclear; behavioral, psychological, cognitive |
| (Harris, 2011); student | Stakeholder perspective of concept | Qual. | Six different ways of understanding student engagement were found + three ways of facilitating engagement | Unclear; behavioral, psychological, cognitive |
| (Hollingshead et al., 2018); student | Stakeholder perspective of (components of) concept | Qual. | Importance of and insight in components for specific target group | Existing; behavior, cognition, affect |
| (Jimerson et al., 2003); school | Analyze concept + measures | Systematic review | Many terms and measurements used; items classified in contexts | New; affective, behavioral, cognitive |
| (Lawson and Lawson, 2013); student | Analyze concept | Discuss literature | New definition as a system of constructs and a process | New (process) |
| (Liem and Martin, 2012); student | Describe and discuss concept + measurement | Discuss literature | Scale is a meaningful contribution to research and practice | Existing; adaptive cognition, adaptive behavior, maladaptive cognition, maladaptive behavior |
| (Montenegro, 2017); agentic | Analyze concept | Discuss literature | Agentic engagement is a consistent researchable field | Existing; agentic, (behavior, cognition, emotion) |
| (Reeve, 2013); agentic | Introduce concept + measurement | Quant. | Agentic engagement scale was developed and tested | Existing; agentic, (behavior, cognition, emotion) |
| (Schuetz, 2008); student | Develop and test new conceptual model | Qual. + quant. | Model and scale confirmed | Existing; interest, mindfulness, cognitive effort, deep processing of new information |
| (Skinner et al., 2009); academic | New conceptualization | Discuss literature + quant. | Scale developed and tested | New; behavioral, emotional |
| (Unrau and Quirk, 2014); reading | Analyze concept | Discuss literature | Concept is often blurred; constructs clarified | New; affective, individual participation, cognitive |
| (Wang et al., 2019); school | Analyze concept + develop and validate scale | Discuss literature + qual. + quant. | Scale developed and tested; aspects confirmed | New; behavioral, emotional, cognitive |