How and why students make academic progress : Reconceptualizing the student engagement construct to increase its explanatory power

Journal article

Reeve, Johnmarshall, Cheon, Sung Hyeon and Jang, Hyungshim. (2020). How and why students make academic progress : Reconceptualizing the student engagement construct to increase its explanatory power. Contemporary Educational Psychology. 62, p. 101899. https://doi.org/10.1016/j.cedpsych.2020.101899
AuthorsReeve, Johnmarshall, Cheon, Sung Hyeon and Jang, Hyungshim
Abstract

This paper sought to explain how the student engagement construct could be reconceptualized so to increase its capacity to explain course-specific academic progress.

To do so, we proposed that agentic engagement should be added as a new engagement component while the status of emotional engagement should be reconsidered. In two longitudinally-designed studies, secondary-grade students self-reported four aspects of their course-specific classroom engagement (behavioral, emotional, cognitive, and agentic) throughout an 18-week semester, and these scores were used to predict their objectively-scored course achievement (Study 1) and end-of-semester gains in perceived academic progress and perceived autonomy-supportive teaching (Study 2). In both studies, multilevel regressions showed that agentic engagement explained independent variance in the outcomes, while emotional engagement (and cognitive engagement) did not. These findings highlight the need to add agentic engagement and to reconceptualize the role of emotional engagement, so the discussion offers a reconceptualized model with greater explanatory power than its 3-component (behavioral, emotional, cognitive) predecessor.

Keywordsacademic progress; agentic engagement; autonomy support; behavioral engagement; emotional engagement
Year2020
JournalContemporary Educational Psychology
Journal citation62, p. 101899
PublisherAcademic Press Inc.
ISSN0361-476X
Digital Object Identifier (DOI)https://doi.org/10.1016/j.cedpsych.2020.101899
Scopus EID2-s2.0-85089010835
Research or scholarlyResearch
Page range1-12
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All rights reserved
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Output statusPublished
Publication dates
Online31 Jul 2020
Publication process dates
Deposited06 Jul 2021
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