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Educational Psychology: Assessment · Issues · Theory & research · Techniques · Techniques X subject · Special Ed. · Pastoral
Student engagement occurs when "students make a psychological investment in learning. They try hard to learn what school offers. They take pride not simply in earning the formal indicators of success (grades), but in understanding the material and incorporating or internalizing it in their lives."[1] It is increasingly seen as an indicator of successful classroom instruction, and as a valued outcome of school reform. Students are engaged when they are involved in their work, persist despite challenges and obstacles, and take visible delight in accomplishing their work.[2] Student engagement also refers to a "student's willingness, need, desire and compulsion to participate in, and be successful in, the learning process promoting higher level thinking for enduring understanding."[3] Student engagement is also a usefully ambiguous term that can used to recognize the complexity of 'engagement' beyond the fragmented domains of cognition, behaviour, emotion or affect, and in doing so encompass the historically situated individual within their contextual variables (such as personal and familial circumstances) that at every moment influence how engaged an individual (or group) is in their learning.
Definitions
Student engagement is frequently used to, "depict students' willingness to participate in routine school activities, such as attending class, submitting required work, and following teachers' directions in class."[4] However, the term is also increasingly used to describe meaningful student involvement throughout the learning environment, including students participating curriculum design, classroom management and school building climate.[5] It is also often used to refer as much to student involvement in extra-curricular activities in the campus life of a school/college/university which are thought to have educational benefits as it is to student focus on their curricular studies.[6]
In a number of studies student engagement has been identified as a desirable trait in schools; however, there is little consensus among students and educators as to how to define it.[7] A number of studies have shown that student engagement overlaps with, but is not the same as, student motivation.[8]
Definitions usually include a psychological and behavioral component. Student engagement is used to discuss students' attitudes towards school, while student disengagement identifies withdrawing from school in any significant way.[9]
Requirements
Student engagement requires teachers actively seek create the conditions that foster this reaction. The first step to whole-school improvement in the area of student engagement is for the entire building faculty to share a definition of student engagement.[10] Other steps include clear articulation of learning criteria with clear, immediate, and constructive feedback; show students the skills they need to be successful are within their grasp by clearly and systematically demonstrating these skills, and; demonstrate engagement in learning as a valuable aspect of their personalities.[11]
Relationships between students and adults in schools, and among students themselves, are a critical factor of student engagement. This is especially true among students considered to be at-risk and without other positive adult interaction.[12] There are several strategies for developing these relationships, including acknowledging student voice, increasing intergenerational equity and sustaining youth-adult partnerships throughout the learning environment.[13] There have been multiple formats identified for this type of engagement.[14]
The National Survey of Student Engagement identifies dozens of everyday indicators of student engagement throughout colleges and universities.[15]
Indicators
The term "student engagement" has been used to depict students' willingness to participate in routine school activities, such as attending classes, submitting required work, and following teachers' directions in class.[16] That includes participating in the activities offered as part of the school program[17] and student participation in school reform activities[18].
[Students] who are engaged show sustained behavioral involvement in learning activities accompanied by a positive emotional tone. They select tasks at the border of their competencies, initiate action when given the opportunity, and exert intense effort and concentration in the implementation of learning tasks; they show generally positive emotions during ongoing action, including enthusiasm, optimism, curiosity, and interest.[19]
Another study identified five indicators for student engagement in college. They included the level of academic challenge, active and collaborative learning, student-faculty interaction, enriching education experiences and a supportive learning environment.[20]
Indicators of the absence of student engagement include unexcused absences from classes, cheating on tests, and damaging school property.[21]
The opposite of engagement is disaffection. Disaffected [students] are passive, do not try hard, and give up easily in the face of challenges... [they can] be bored, depressed,
anxious, or even angry about their presence in the classroom; they can be withdrawn
from learning opportunities or even rebellious towards teachers and classmates.[22]
Measuring student engagement
Assessing student engagement is seen as an essential step towards a school becoming a successful proponent.[23] Critical educators have raised concerns that definitions and assessments of student engagement are often exclusive to the values represented by dominant groups within the learning environment where the analysis is conducted.[24]
There are several methods to measure student engagement. They include self-reporting, such as surveys, questionnaires, checklists and rating scales. Researchers also use direct observations, work sample analyses, and focused case studies.[21]
- Hope Survey for Schools [4]
See also
- Education theory
- High School Survey of Student Engagement
- Involvement
- Participation
- Teacher student interaction
- Time on task
- Youth engagement
References
- ↑ Newmann, F. (1992) Student Engagement and Achievement in American Secondary Schools. Teachers College Press. pp. 2–3.
- ↑ Schlechty, P. (1994). "Increasing Student Engagement." Missouri Leadership Academy. p. 5.
- ↑ Bomia, L., Beluzo, L., Demeester, D., Elander, K., Johnson, M., & Sheldon, B. (1997). "The impact of teaching strategies on intrinsic motivation." Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education. p. 294.
- ↑ Chapman, E. (2003) "Assessing student engagement rates," ERIC Clearinghouse on Assessment and Evaluation. ERIC identifier: ED482269.
- ↑ Fletcher, A. (2005) Guide to Students as Partners in School Change. Olympia, WA: SoundOut. Retrieved 2/20/08.
- ↑ Donald Markwell (2007), 'A large and liberal education': higher education for the 21st century, Melbourne: Australian Scholarly Publishing & Trinity College, University of Melbourne.
- ↑ Farmer-Dougan, Farmer-Dougan and McKinney, K. (nd) "Examining Student Engagement at Illinois State University: An Exploratory Investigation." Center for Teaching and Learning with Technology. Retrieved 7/2/07.
- ↑ Sharan, S. Shachar, H. and Levine, T. (1999) The Innovative School: organization and instruction. Praeger/Greenwood. p. 85.
- ↑ Willms, J.D. (2003) Student Engagement at School: a sense of belonging and participation: Results from PISA 2000. Organisation for Economic Co-operation and Development. p. i.
- ↑ Berardi, L. and Gerschick, T. (nd) "University Faculty Members' Perceptions of Student Engagement: An Interview Study. Center for Teaching, Learning and Technology. Retrieved 7/2/07.
- ↑ Strong, R. Silver, H. and Robinson, A. (1995) "What do students want (and what really motivates them)?" Educational Leadership. September. p. 25.
- ↑ McCombs, B.L., & Pope, J.E. (1994). "Motivating hard to reach students." Washington, DC: American Psychological Association.
- ↑ Fletcher, A. (2005) Stories of meaningful student involvement. Olympia, WA: CommonAction. p. 19.
- ↑ Schunk, D. and Meece, J. (1992) Student Perceptions in the Classroom. Lawrence Erlbaum Associates. p. 27.
- ↑ (nd) Definitions. Longwood University. Retrieved 7/2/07.
- ↑ Chapman, E. (2003). "Alternative approaches to assessing student engagement rates." Practical Assessment, Research & Evaluation, 8(13). Retrieved 7/2/07.
- ↑ Natriello, G. (1984). "Problems in the evaluation of students and student disengagement from secondary schools." Journal of Research and Development in Education, 17 p. 14.
- ↑ Fletcher, A. (2005) Meaningful student involvement: Guide to students as partners in school change. Olympia, WA: CommonAction. p. 4.
- ↑ Skinner, E.A., & Belmont, M.J. (1993). "Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year." Journal of Educational Psychology, 85(4). p. 572.
- ↑ Kenny, G. Kenny, D. and Dumont, R. (1995) p. 37
- ↑ 21.0 21.1 Chapman, E. (2003).
- ↑ Skinner, E.A., & Belmont, M.J. (1993).
- ↑ (2005) "UTC working to enhance student engagement". University of Tennessee - Chattanooga. Retrieved 7/2/07.
- ↑ Hurtado, S. (1999) "Reaffirming Educators Judgment: Educational Value of Diversity." Liberal Education, Spring, p. 28
External links
- OU Engage.
- Student engagement library.
- Workshop: Novel Approaches to Promoting Student Engagement (NAPSE).
- Speak Out - the Alberta Student Engagement Initiative.
- High School Survey of Student Engagement (HSSSE).
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