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Review of Educational Research

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written by Jennifer Fredricks, Phyllis C. Blumenfeld, and Alison H. Paris
The purpose of this article is to critically evaluate the strengths, weaknesses, and gaps in the literature on behavioral, emotional, and cognitive engagement so that the potential of the concept can be realized. The concept of school engagement has attracted increasing attention as representing a possible antidote to declining academic motivation and achievement. Engagement is presumed to be malleable, responsive to contextual features, and amenable to environmental change. Researchers describe behavioral, emotional, and cognitive engagement and recommend studying engagement as a multifaceted construct. This article reviews definitions, measures, precursors, and outcomes of engagement; discusses limitations in the existing research; and suggests improvements. We include research on engagement in the classroom and in the larger school community. The authors conclude that, although much has been learned, the potential contribution of the concept of school engagement to research on student experience has yet to be realized. They call for richer characterizations of how students behave, feel, and think--research that could aid in the development of finely tuned interventions.
Review of Educational Research: Volume 74, Issue 1, Pages 59-109
Subjects Levels Resource Types
Education Foundations
- Achievement
- Behavior
- Cognition
- Problem Solving
= Metacognition
- Research Design & Methodology
= Literature
- Student Characteristics
= Affect
- Teacher Characteristics
= Affect
- Graduate/Professional
- Reference Material
= Report
Intended Users Formats Ratings
- Researchers
- Professional/Practitioners
- Administrators
- application/pdf
- text/html
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© 2004 American Educational Research Association
DOI:
10.3102/00346543074001059
ISSN Number:
0034-6543
Keywords:
Expectancy Value Theory, affective domain, behavioral theory, cognitive domain, motivation theory, self-regulation, student participation
Record Creator:
Metadata instance created July 6, 2022 by Lauren Bauman
Record Updated:
September 16, 2022 by Caroline Hall
Last Update
when Cataloged:
January 1, 2004
Other Collections:

ComPADRE is beta testing Citation Styles!

Record Link
AIP Format
J. Fredricks, P. Blumenfeld, and A. Paris, , Rev. Educ. Res. 74 (1), 59 (2004), WWW Document, (https://doi.org/10.3102/00346543074001059).
AJP/PRST-PER
J. Fredricks, P. Blumenfeld, and A. Paris, School Engagement: Potential of the Concept, State of the Evidence, Rev. Educ. Res. 74 (1), 59 (2004), <https://doi.org/10.3102/00346543074001059>.
APA Format
Fredricks, J., Blumenfeld, P., & Paris, A. (2004, January 1). School Engagement: Potential of the Concept, State of the Evidence. Rev. Educ. Res., 74(1), 59-109. Retrieved June 16, 2024, from https://doi.org/10.3102/00346543074001059
Chicago Format
Fredricks, J, P. Blumenfeld, and A. Paris. "School Engagement: Potential of the Concept, State of the Evidence." Rev. Educ. Res. 74, no. 1, (January 1, 2004): 59-109, https://doi.org/10.3102/00346543074001059 (accessed 16 June 2024).
MLA Format
Fredricks, Jennifer, Phyllis C. Blumenfeld, and Alison H. Paris. "School Engagement: Potential of the Concept, State of the Evidence." Rev. Educ. Res. 74.1 (2004): 59-109. 16 June 2024 <https://doi.org/10.3102/00346543074001059>.
BibTeX Export Format
@article{ Author = "Jennifer Fredricks and Phyllis C. Blumenfeld and Alison H. Paris", Title = {School Engagement: Potential of the Concept, State of the Evidence}, Journal = {Rev. Educ. Res.}, Volume = {74}, Number = {1}, Pages = {59-109}, Month = {January}, Year = {2004} }
Refer Export Format

%A Jennifer Fredricks %A Phyllis C. Blumenfeld %A Alison H. Paris %T School Engagement: Potential of the Concept, State of the Evidence %J Rev. Educ. Res. %V 74 %N 1 %D January 1, 2004 %P 59-109 %U https://doi.org/10.3102/00346543074001059 %O application/pdf

EndNote Export Format

%0 Journal Article %A Fredricks, Jennifer %A Blumenfeld, Phyllis C. %A Paris, Alison H. %D January 1, 2004 %T School Engagement: Potential of the Concept, State of the Evidence %J Rev. Educ. Res. %V 74 %N 1 %P 59-109 %8 January 1, 2004 %@ 0034-6543 %U https://doi.org/10.3102/00346543074001059


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