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Student engagement with school: Critical conceptual and methodological issues of the construct
Author(s) -
Appleton James J.,
Christenson Sandra L.,
Furlong Michael J.
Publication year - 2008
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.20303
Subject(s) - construct (python library) , psychology , disadvantage , intervention (counseling) , psychological intervention , conceptual framework , educational research , academic achievement , social psychology , mathematics education , sociology , social science , computer science , artificial intelligence , psychiatry , programming language
Research supports the connection between engagement, achievement, and school behavior across levels of economic and social advantage and disadvantage. Despite increasing interest and scientific findings, a number of interrelated conceptual and methodological issues must be addressed to advance this construct, particularly for designing data‐supported interventions that promote school completion and enhanced educational outcomes for all students. Of particular concern is the need to (a) develop consensus on the name of the construct, (b) identify reliable measures of the dimensions of the construct, and (c) complete the construct validation studies needed to move research and intervention forward. © 2008 Wiley Periodicals, Inc.