Attachment to School

Providing high-quality teaching practices is central to promote student engagement in school. High quality teaching is even more important in schools located in low socioeconomic neighborhoods, where a larger proportion of children present more important academic difficulties and lower classroom behavioural, affective, and cognitive engagement. The Self-System Model of Motivational Development posits that learner engagement is favored when teachers structure classroom activity, are involved with students, and support their autonomy. How these dimensions interact to create effective classroom contexts that foster student engagement remains less documented. The goal of the present study was to test additive and combined (interactive) multilevel longitudinal associations between teacher structure, autonomy-support, and involvement on students behavioral, affective, and cognitive engagement across one school year. Based on a sample of 696 low SES elementary school students, results of our path analysis revealed that teacher involvement and autonomy-support contributed to various dimensions of classroom engagement. Besides, structure was not directly to this outcome. Yet, a combined use of autonomy-support and structure or autonomy-support and involvement was associated with higher behavioral engagement among low-SES children. These results suggest that teacher practices cannot be interpreted in isolation as they add up and interact to contribute to elementary school student academic experience.

This study examined the extent of culturally responsive teaching (CRT) practices and their relationship with student engagement in Social Studies among junior high school teachers and learners in District III, Division of Malaybalay City, for the School Year 2024–2025. Specifically, it aimed to determine the level of implementation of CRT practices—curriculum integration, teaching strategies, classroom climate, and teacher-student relationships—and the level of student engagement in terms of behavioral, emotional, and cognitive dimensions. The study also sought to assess whether a significant relationship exists between CRT practices and student engagement. Using a descriptive-correlational research design, the study involved 36 Social Studies teachers and 180 students selected through stratified random sampling. Data collection was conducted through validated, researcher-made survey questionnaires for both teachers and students. The gathered data were analyzed using descriptive statistics and Pearson Product-Moment Correlation. Findings revealed that culturally responsive teaching practices were implemented at a "Very High" level, particularly in maintaining a supportive classroom climate and fostering positive teacher-student relationships. Student engagement was also assessed at a "High" level, with behavioral engagement receiving the highest ratings. Statistical analysis showed a significant positive relationship between the level of CRT practices and student engagement, indicating that culturally relevant pedagogy enhances learners’ active participation and academic involvement. The study concludes that the effective use of culturally responsive strategies fosters deeper engagement among learners, especially in Social Studies, where cultural context plays a vital role. The study recommends sustained training programs for teachers, curriculum adaptation to local culture, and supportive school policies that institutionalize CRT approaches to improve student engagement and achievement.

Student Engagement has become a subject of importance and discussion in the academic domain. Much of the academic fraternity today is worried because of the lackluster approach of the students - taking classroom or academic institution's learning as a burden and formality which must be completed! This research paper defines the level of student engagement in Ramanujan College, University of Delhi. Online survey of the students of Ramanujan College was taken to infer the level of student engagement in terms of - Spirituality and Alignment, Psychological meaningfulness, and Student-teacher relationship. In addition, various questions which lead to student engagement were also included. The survey was circulated among the students of the college and 240 responses were received, out of which 221 responses were deemed fit for analysis. According to the findings of the study, the students of the college are satisfied with the system of education; they also realize and appreciate the education they are getting. The students believe that they get full support from the college in terms of resources and the faculty members of the college are helpful and trustworthy. The study has also underpinned certain factors which lead to student engagement, such as institution's role in personality development of the student, teaching pedagogy, infrastructural facilities, systematic examination procedures, and extra and co-curricular activities. This paper would help Ramanujan College in particular and other educational institutions in general to study and understand the concept of student engagement. The paper also recommends ways to improve the level of engagement among students. This study would give a broad view of the student engagement in the current system of education. Scale of 'Student Engagement' could be further tested in other samples. The researchers have studied the level of engagement in a particular college of the University of Delhi. The results of this study may not be generalized for all the educational institutions.

Preface S. L. Christenson, A. L. Reschly, and C. Wylie.- SECTION I: WHAT IS STUDENT ENGAGEMENT?.- Jingle, Jangle, and Conceptual Haziness: Evolution and Future Directions of the Engagement Construct A. L. Reschly and S. L. Christenson.- Developmental Dynamics of Student Engagement, Coping, and Everyday Resilience E. A. Skinner and J. R. Pitzer.- Engagement across Developmental Periods D. Mahatmya, B. J. Lohman, J. L. Matjasko, and A. Feldman Farb.- Ethnicity and Student Engagement G. E. Bingham and L. Okagaki.- Student Engagement: What is it? Why does it matter? J. D. Finn and K. Zimmer.- Section I Commentary: So What is Student Engagement Anyway: Commentary on Section I J. Eccles and M. Wang.- SECTION II: ENGAGEMENT AS LINKED TO MOTIVATIONAL VARIABLES.- A Self-Determination Theory Perspective on Student Engagement J. Reeve.- Achievement Goal Theory, Conceptualization of ability/Intelligence, and Classroom Climate E. M. Anderman and H. Patrick.- School Identification K. E. Voelkl.- Self-Efficacy as an Engaged Learner D. H. Schunk and C. A. Mullen.- A Cyclical Self-Regulatory Account of Student Engagement: Theoretical Foundations and Applications T. J. Cleary and B. J. Zimmerman.- Academic Emotions and Student Engagement R. Pekrun and L. Linnenbrink-Garcia.- Students' Interest and Engagement in Classroom Activities M. Ainley.- Section II Commentary: Motivation and Engagement: Conceptual, Operational, and Empirical Clarity A. Martin.- SECTION III: ENGAGEMENT AND CONTEXTUAL INFLUENCES.- Parental Influences on Achievement Motivation and Student Engagement J. Bempechat and D. J. Shernoff.- Families as Facilitators of Student Engagement: Toward a Home-School Partnership Model J. N. Raftery, W. S. Grolnick, and E. S. Flamm.- Teacher-Student Relationships and Engagement: Conceptualizing, Measuring, and Improving the Capacity of Classroom Interactions R. C. Pianta, B. K. Hamre, and J. P. Allen.- The Role of Peer Relationships in Student Academic and Extracurricular Engagement J. Juvonen, G. Espinoza, and C. Knifsend.- Understanding Student Engagement with a Contextual Model S. Lam, B. P. H. Wong, H. Yang, Y. Liu.- Allowing Choice and Nurturing an Inner Compass: Educational Practices Supporting Students' Need for Autonomy A. Assor.- The Engaging Nature of Teaching for Competency Development R. Hipkins.- Assessment as a Context for Student Engagement S. Nichols and H. Dawson.- Section III Commentary: Socio-Cultural Contexts, Social Competence, and Engagement at School K. Wentzel.- SECTION IV: ENGAGEMENT AND STUDENT OUTCOMES.- The Relationship between Engagement and High School Dropout R. W. Rumberger and S. Rotermund.- High School Reform and Student Engagement M. H. Davis and J. M. McPartland.- The Power of Mindsets: Nurturing Engagement, Motivation, and Resilience in Students R. Brooks, S. Brooks, and S. Goldstein.- The Relations of Adolescent Student Engagement with Troubling and High-Risk Behaviors A. Griffiths, E. Lilles, M. Furlong, and J. Sidwha.- Trajectories and Patterns of Student Engagement: Evidence from a Longitudinal Study C. Wylie and E. Hodgen.- Instructional Contexts for Engagement and Achievement in Reading J. T. Guthrie, A. Wigfield, and W. You.- A Self-regulated Learning Perspective on Student Engagement C. A. Wolters and D. J. Taylor.- Classroom Strategies to Enhance Academic Engaged Time M. Gettinger and M. J. Walter.- Deep Engagement as a Complex System: Identity, Learning Power and Authentic Enquiry R. Deakin Crick.- Section IV Commentary: Outcomes of Engagement and Engagement as an Outcome: Some consensus, divergences and unanswered questions M. Janosz.- SECTION V: MEASUREMENT ISSUES, INSTRUMENTS, AND APPROACHES.- Measuring Student Engagement: The Development of a Scale for Formative Use C. W. Darr.- Systems Consultation: Developing the Assessment-to-Intervention Link with the Student Engagement Instrument J. J. Appleton.- Finding the Humanity in the Data: Understanding, Measuring & Strengthening Student Engagement E. Yazzie-Mintz and K. McCormick.- The Measurement of Student Engagement: A Comparative Analysis of Various Methods and Student Self-Report Instruments J. A. Fredricks and W. McColskey.- Issues and Methods in the Measurement of Student Engagement: Advancing the Construct through Statistical Modeling J. Betts.- Section V Commentary: Possible New Directions in the Measurement of Student Engagement K. Samuelsen.- Epilogue S. L. Christenson, A. L. Reschly and C. Wylie.

IntroductionStudent engagement plays a pivotal role in medical education, influencing learning outcomes, institutional development, and professional growth. While the AMEE ASPIRE-to-Excellence framework offers internationally recognised criteria for evaluating student engagement, its application has been minimal in Nigerian medical schools. This study explores student engagement in two prominent Nigerian medical schools using the ASPIRE framework, identifying key strengths and areas for improvement in the context of Nigerian higher education.MethodA cross-sectional study was conducted among 555 medical students from two medical schools in Nigeria - University of Ibadan (n = 268) and University of Ilorin (n = 287) - regarding student engagement according to the AMEE ASPIRE criteria. Associations between sociodemographic variables (such as institution and academic level) and student engagement items were tested using the Chi-square test.ResultsStudent engagement in school governance and structures such as policy development, accreditation processes, leadership roles in curriculum, faculty promotion, and development was notably low, with significant “not at all” responses ranging from 39 to 59.3%. Also, engagement in terms of evaluating the curriculum/teaching/learning processes and feedback on curriculum development was low, with “not at all” responses of 52.4% and 38.2%, respectively. However, other engagements in the provision of school’s education programme were relatively higher. Engagement within the academic community, local community, and service delivery was also relatively higher. University of Ibadan students demonstrated significantly more engagement in involvement in accreditation processes, while University of Ilorin students demonstrated more engagement in the provision of mentorship roles for other students and in the provision of health delivery, both local and during electives.ConclusionThis study identifies critical gaps in student engagement in Nigerian medical schools, emphasising the need for institutional commitment to strengthening student participation. Addressing these gaps is essential to ensuring that students become active contributors rather than passive participants in their overall education experience. These findings contribute to the global discourse on inclusive medical education in low-resource settings, offering insights to inform policy decisions and institutional reforms in Nigeria.

This study was designed to explore the relationship between teacher practices and levels of student engagement in secondary agricultural education programs. Most researchers have agreed that student engagement at the secondary level may be measured through three constructs: cognitive engagement, behavioral engagement, and emotional engagement. The intra-curricular components, namely the FFA organization and Supervised Agricultural Experience Program, make secondary agricultural education unique when compared to the foundational classes of math, science, and English. Respondents included a total of 152 agricultural education programs, which were randomly selected within 11 states to participate in the study. One class in each program was surveyed, which totaled 2,106 student respondents. Relationships were identified between specific teaching and advising practices performed by the secondary agricultural educator and their students’ level of engagement in classroom, FFA, and SAE activities. Each state is encouraged to replicate this study to determine student engagement levels in classroom, FFA and SAE activities, and then identify the causes and conditions leading to higher and lower levels of student engagement.

Student engagement is a research area which has been focused on for many years but gained growing interest especially in recent years. Studies in the literature indicate that there is an agreement on the relationship between learning outcomes and student engagement in school and classroom context. But, what is not yet clear is the impact of cognitive individual differences of learners on student engagement, especially when exposed to video lectures. Thus, this chapter focuses on understanding individual cognitive differences in order to improve student engagement. The rest of this chapter will be organized as follows: Firstly, student engagement is defined based on different engagement models with a special focus on video lectures. Secondly, previous research will be reviewed to discuss the relationship between student engagement and cognitive individual differences. This is followed by recommendations that can be used for further student engagement research.

This chapter describes how internal high school reforms can be aimed at six different dimensions of student motivation and engagement. Students will respond to more accessible immediate rewards such as good grades and teacher praise when high schools improve with focused extra help for needy students and other interventions to narrow skill gaps or recognize individual progress. Students will benefit from embedded intrinsic interest in their school program when innovations are introduced to challenge their minds and creativity. Students will find more functional relevance in their studies when high schools integrate academic and career education. Students will enjoy a more positive interpersonal climate for learning when high schools use smaller learning communities with teacher teams and advisors. Students will find opportunities to exercise their own personal nonacademic talents when schools provide more diverse electives and extracurricular activities. Students will feel more connected to shared communal norms when high schools practice fair disciplinary procedures and provide for some shared decision-making. Different combinations and sequences of high school reforms are discussed in terms of implementation strategies and the interactions of the six dimensions of student motivation and engagement. High school reform can be aimed at either the external constraints and incentives for school improvement or the internal conditions for student engagement and learning. This chapter puts reforms of the internal conditions in the context of alternative strategies for improving American high schools and examines six different aspects of student engagement in high school and how specific internal reform efforts can activate and maximize each component.

The purpose of this study was to determine the mediating effect of school climate on the relationship between teacher communication behavior and student engagement. Utilizing quantitative, non-experimental design via correlational technique, data were obtained from 300 respondents of the study who are students who belong to the senior high school department, particularly Grade levels 11 and 12 of the three national high schools under the division of Davao Del Sur in the province of Davao Del Sur. The researcher utilized a stratified random sampling technique and an online survey mode of data collection. The researcher also utilized the statistical tools mean, Pearson r, and Medgraph using Sobel z-test. From the results of the study, it was found that there is a high level of mean score for teacher communication behaviour and very high levels of mean scores for school climate and student engagement. Also, results revealed that there is a significant relationship between teacher communication behaviour and student engagement, a significant relationship between teacher communication behaviour and school climate and a significant relationship between school climate and student engagement. Further, it was revealed that there was full mediation on the effect of school climate on the relationship between teacher communication behaviour and student engagement. This implies that the teacher’s communication behaviour conveys the school climate.

General Background: The rapid development of Artificial Intelligence (AI) has introduced new directions in elementary education, particularly in supporting deep learning through adaptive teaching modules. Specific Background: In practice, the use of AI in instructional design remains closely linked to teachers’ creativity in managing learning activities. Knowledge Gap: Existing studies often examine AI-based modules or teacher creativity separately, leaving limited understanding of their combined role in shaping student engagement in elementary schools. Aims: This study aims to examine the role of AI utilization in developing deep learning teaching modules together with teacher creativity in managing learning toward student engagement in South Bekasi elementary schools. Results: Using a quantitative causal associative design with multiple linear regression analysis, the findings indicate that teacher creativity shows a significant relationship with student engagement, while AI utilization alone does not demonstrate a statistically significant relationship. Simultaneously, both variables account for a substantial proportion of the variation in student engagement. Novelty: This study highlights the combined role of AI-based deep learning modules and teacher creativity as an integrated pedagogical construct rather than isolated factors. Implications: The findings suggest that AI-supported instructional planning requires creative pedagogical management by teachers to foster meaningful student engagement in elementary learning contexts. Highlights • Teacher creativity shows a significant statistical relationship with student engagement• AI-based deep learning modules alone do not demonstrate a significant relationship• Combined variables explain a large proportion of engagement variation in classrooms Keywords Artificial Intelligence; Deep Learning Modules; Teacher Creativity; Student Engagement; Elementary Education

Problem. A significant segment of the U.S. population, under-represented students, is under-engaged or disengaged in secondary science education. International and national assessments and various research studies illuminate the problem and/or the disparity between students’ aspirations in science and the means they have to achieve them. To improve engagement and address inequities among these students, more contemporary and/or inclusive pedagogy is recommended. More specifically, multicultural science education has been suggested as a potential strategy for increased equity so that all learners have access to and are readily engaged in quality science education. While multicultural science education emphasizes the integration of students’ backgrounds and experiences with science learning , multimedia has been suggested as a way to integrate the fundamentals of multicultural education into learning for increased engagement. In addition, individual characteristics such as race, sex, academic track and grades were considered. Therefore, this study examined the impact of multicultural science education, multimedia, and individual characteristics on under-represented students’ engagement in secondary science. Method. The Under-represented Students Engagement in Science Survey (USESS), an adaptation of the High School Survey of Student Engagement, was used with 76 highschool participants. The USESS was used to collect pretest and posttest data concerning their types and levels of student engagement. Levels of engagement were measured with Strongly Agree ranked as 5, down to Strongly Disagree ranked at 1. Participants provided this feedback prior to and after having interacted with either the multicultural or the nonmulticultural version of the multimedia science curriculum. Descriptive statistics for the study’s participants and the survey items, as well as Cronbach’s alpha coefficient for internal consistency reliability with respect to the survey subscales, were conducted. The reliability results prompted exploratory factory analyses, which resulted in two of the three subscale factors, cognitive and behavioral, being retained. One-within one-between subjects ANOVAs, independent samples t-test, and multiple linear regressions were also used to examine the impact of a multicultural science education, multimedia, and individual characteristics on students’ engagement in science learning. Results. There were main effects found within subjects on posttest scores for the cognitive and behavioral subscales of student engagement. Both groups, using their respective versions of the multimedia science curriculum, reported increased engagement in science learning. There was also a statistical difference found for the experimental group at posttest on the measure of “online science was more interesting than school science.” All five items unique to the posttest related to the multimedia

Student engagement in school is influenced by various factors, one of which is related to student perceptions of teacher support. Positive and negative student perceptions of the support provided affect student involvement in the classroom. This study aims to determine the role of student perceptions related to teacher support on student engagement. The method uses a quantitative approach method. The population in this study were 232 students of SMP X Makassar City with a sample of 145 students obtained through accidental sampling techniques. Data is collected through questionnaire use Scale student engagement adaptation of 22 items (CFI = 0.924; TLI = 0.903; RMSEA = 0.0497) with McDonald's reliability = 0.873 and the teacher support adaptation scale is 11 items (CFI = 0.955; TLI = 0.940; RMSEA = 0.0577) with McDonald's reliability = 0.853. The results of this study indicate that student perception of teacher support have role and manner significant influential towards student engagement among students at SMP X Makassar City with contribution amounting to 23.8%. Implications in study This is perception student related teacher support is influential on student engagement be a better teacher give capable support​ in effort For make student own positive perception​ related support provided by teachers.

Recent studies on student engagement suggest that students become decreasingly engaged as they proceed through their secondary-level school experience (Gallup Inc, 2015; Hodges, 2018; Washor & Mojkowski, 2014; Yazzie-Mintz, 2007). The consequences of low student engagement or disengagement in schools can be significant, leading to poor academic performance and the potential for dropping out of school (Geraci et al., 2017; Loeb, 2016; Shernoff, 2013; Yazzie-Mintz, 2010). However, the literature suggests numerous teaching practices, including inquiry-based learning rooted in student interests, can create conditions for high levels of student engagement (Boss, 2017; Garcia et al., 2014; Newmann, 1992; Shernoff et al., 2014). One such approach attracting attention in practitioner trade books is Genius Hour, a classroom practice that enables students to develop and explore their own inquiry question about a personally meaningful topic. Yet, this instructional practice has not been the subject of much educational research. This multiple case study (Yin, 2018) employed thematic analysis (Braun & Clarke, 2006) to explore how six secondary-level educators implemented Genius Hour in their classrooms and illuminate their experiences facilitating this approach to interest-driven learning. Findings revealed that teachers used similar Genius Hour practices but varied in how they shaped their program around student interests, local communities, or specific course content. Further, teachers perceived that student engagement was high when learners participated in Genius Hour, yet the practice did not serve as a ”silver bullet” to address all engagement issues. Finally, teachers reported that internal and external school stakeholders had a significant impact on their experiences with Genius Hour in their classroom.

Using data from 4047 adolescents in three countries, this study was designed to investigate the associations between two important components of the learning process: academic motivation and student engagement. To increase the precision and accuracy of these analyses, preliminary analyses were conducted to identify the optimal measurement structure of both constructs, leading us to retain a bifactor exploratory structural equation modeling representation of academic motivation and of a partial bifactor confirmatory factor analytic representation for student engagement. Our main analyses revealed that academic motivation factors were able to explain almost 66% of the variance in global levels of engagement, and between 5% and 35% of the variance in specific levels of engagement. Finally, mediation analyses supported the role of emotional engagement as a mediator of the association between academic motivation and global and specific behavioral forms of engagement.

The purpose of this Action Research study is to investigate and improve the decisions charter schools make when selecting literacy curricula that don't meet the academic needs for all students in multiple charter schools in New York City. Participants and data collected in Cycle 1 consisted of asking stakeholders (teachers) about their perspective on literacy curricula in charter schools. Action steps including two teacher-led curriculum sessions, focus group conversations with stakeholders, and post surveys were designed, implemented, and evaluated in Cycle 2 to create and pilot a literacy curriculum based on two children's books. Findings included that self-representation in books are needed in classrooms, teacher collaboration on lessons are beneficial for all students, and student engagement is positively impacted when children can read books about characters that look like them. Implications for the organization include a visual representation of student reading engagement and growth and a literacy curriculum that represents children of color and supports their academic and social needs. It can be used by not only 1st - 3rd grade teachers, but anyone who works with all ages.--Author's abstract