Educational Engagement

Researchers have described educational engagement as encompassing three areas: behavioral engagement, emotional engagement, and cognitive engagement  (Furlong et al. 2003; Fredricks et al. 2005). Behavioral engagement is defined as including participation in school related activities, involvement in academic and learning tasks, positive conduct, and the absence of disruptive behaviors. Emotional engagement includes caring about doing well, being energized by the subject matter, and feeling that one's identity as a student is central. Cognitive engagement involves curiosity and an investment of time and energy in learning, and a willingness to go beyond the basic requirements to master difficult skills. Education engagement is related to lower levels of depression, smoking, and delinquent behavior ( Lippman et al., forthcoming).




Sources Cited

Fredricks, J. A., Blumenfeld, P. C., Friedel, J., & Paris, A. H. (2005). School Engagement. In K. A. Moore & L. H. Lippman (Eds.), What do children need to flourish: Conceptualizing and measuring indicators of positive development. New York: Springer.

Furlong, M. J., Whipple, A. D., St. Jean, G., Simental, J., Soliz, A., & Punthuna, S. (2003). Multiple contexts of school engagement: Moving toward a unifying framework for educational research and practice. The California School Psychologist, 8, 99-114

Lippman, L., Guzman, L., & Moore, K. A. Measuring Flourishing Among Youth: Findings from the Flourishing Children Positive Indicators Project. Webinar. July 2012.

Lippman, L. H., Ryberg, R., Terzian, M., Moore, K. A., McIntosh, H., & Humble, J. (Forthcoming). Positive and protective factors in adolescent well-being. In B. Asher, F. Casas, I. Frones & J. E. Korbin (Eds.), Handbook of child well-being. New York: Springer.