Citations (58)
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Brian Johnson, Amy L. Reschly, Roy P. Martin, Christopher Pinzone & James J. Appleton. (2022) Student Engagement in Elementary School: Profiles and Associated Characteristics. Journal of Education for Students Placed at Risk (JESPAR) 0:0, pages 1-20.
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Detra D. Johnson, Lisa M. Hooper, Daniel D. Spikes, Bradley W. Carpenter, Amanda Bowers & Gaëtane Jean-Marie. (2022) Examining urban school principals’ perceptions and insights on the bidirectionality of engagement: a case study of school district leaders. School Leadership & Management 42:4, pages 334-365.
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Alan English. (2022) Engagement and compliance in education today. Learning: Research and Practice 8:2, pages 139-147.
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Isabelle Archambault, Sophie Pascal, Kristel Tardif-Grenier, Véronique Dupéré, Michel Janosz, Sophie Parent & Linda. S Pagani. (2020) The contribution of teacher structure, involvement, and autonomy support on student engagement in low-income elementary schools. Teachers and Teaching 26:5-6, pages 428-445.
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Trude Havik & Elsa Westergård. (2020) Do Teachers Matter? Students’ Perceptions of Classroom Interactions and Student Engagement. Scandinavian Journal of Educational Research 64:4, pages 488-507.
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Benjamin M. Torsney & Jennifer E. Symonds. (2019) The professional student program for educational resilience: Enhancing momentary engagement in classwork. The Journal of Educational Research 112:6, pages 676-692.
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Articles from other publishers (52)
Sonsoles López-Pernas & Mohammed Saqr. (2024) How the dynamics of engagement explain the momentum of achievement and the inertia of disengagement: A complex systems theory approach. Computers in Human Behavior 153, pages 108126.
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Isabelle Plante, Kathryn Everhart Chaffee, Evelyne Gauthier, Elizabeth Olivier & Véronique Dupéré. (2024) Understanding boys' underrepresentation in private and enriched programmes during the transition to secondary school. British Journal of Educational Psychology.
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Juliana Martins, Pedro Rosário, Jennifer Cunha, José Carlos Núñez, Guillermo Vallejo & Tânia Moreira. (2024) How to help students in their transition to middle school? Effectiveness of a school-based group mentoring program promoting students’ engagement, self-regulation, and goal setting. Contemporary Educational Psychology 76, pages 102230.
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Mohammed Saqr, Sonsoles López-Pernas & Leonie V.D.E. Vogelsmeier. (2023) When, how and for whom changes in engagement happen: A transition analysis of instructional variables. Computers & Education 207, pages 104934.
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Jennifer Cunha, Juliana Martins, Rafaela Peseta & Pedro Rosário. (2023) A self-regulation intervention conducted by class teachers: impact on elementary students’ basic psychological needs and classroom engagement. Frontiers in Psychology 14.
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Isabelle Archambault, Sophie Lampron-de Souza, Catherine Lamanque-Bélanger, Sophie Pascal, Linda S. Pagani & Véronique Dupéré. (2023) Low Peer Acceptance and Classroom Engagement: The Protective Role of Elementary School Teacher-Student Relationships for Immigrant-Background Students. The Journal of Early Adolescence.
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Wei Wu, Esther Sui-chu Ho & Yanan Zhang. (2023) Hukou-based Discrimination and Migrant Adolescents’ Adaptation: Migrant Pattern Differences among the Buffering Role of School Engagement. Journal of Youth and Adolescence 52:11, pages 2430-2447.
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Huan Li, Sha Zhu, Di Wu, Harrison Hao Yang & Qing Guo. (2023) Impact of information literacy, self-directed learning skills, and academic emotions on high school students’ online learning engagement: A structural equation modeling analysis. Education and Information Technologies 28:10, pages 13485-13504.
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Hongjian Liao, Qianwei Zhang, Lin Yang & Yuenong Fei. (2023) Investigating relationships among regulated learning, teaching presence and student engagement in blended learning: An experience sampling analysis. Education and Information Technologies 28:10, pages 12997-13025.
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Zihan Guo, Shurui Gao & Fati Wu. (2023) Research on the Features of Physiological Data Effectively Representing Cognitive Engagement. Research on the Features of Physiological Data Effectively Representing Cognitive Engagement.
T. Vieites, F. M. Díaz-Freire, S. Rodríguez, C. Rodríguez-Llorente & A. Valle. (2023) Effects of a homework implementation method (MITCA) on school engagement. European Journal of Psychology of Education.
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Julie Goulet, Isabelle Archambault, Julien Morizot, Elizabeth Olivier & Kristel Tardif-Grenier. (2023) Validation of the Student-Rated Parental School Involvement Questionnaire: Factorial Validity and Invariance Across Time and Sociodemographic Characteristics. Journal of Psychoeducational Assessment 41:4, pages 416-433.
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Mohammed Saqr, Sonsoles López-Pernas, Satu Helske & Stefan Hrastinski. (2023) The longitudinal association between engagement and achievement varies by time, students’ profiles, and achievement state: A full program study. Computers & Education 199, pages 104787.
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Hye Rin Lee, Lisabeth M. Santana, Peter McPartlan & Jacquelynne S. Eccles. (2022) Components of engagement in saying-is-believing exercises. Current Psychology 42:17, pages 14903-14918.
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Kit Iong Tam, Kelsey Philpott-Robinson, Tennille Johnson & Alison E. Lane. (2023) Measurement of School Engagement in Elementary School Students: A Scoping Review. The American Journal of Occupational Therapy 77:3.
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Mohammed Saqr, Sonsoles López-Pernas, Jelena Jovanović & Dragan Gašević. (2023) Intense, turbulent, or wallowing in the mire: A longitudinal study of cross-course online tactics, strategies, and trajectories. The Internet and Higher Education 57, pages 100902.
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R. Azevedo, P. Rosário, J.C. Núñez, G. Vallejo, S. Fuentes & P. Magalhães. (2023) A school-based intervention on elementary students’ school engagement. Contemporary Educational Psychology 73, pages 102148.
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Dong Yang, Zhenyu Cai, Chaoyi Wang, Chen Zhang, Peng Chen & Ronghuai Huang. (2023) Not all engaged students are alike: patterns of engagement and burnout among elementary students using a person-centered approach. BMC Psychology 11:1.
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Manon Beaudoin, Marie-France Nadeau & Anne Lessard. (2023) S’appuyer sur les perceptions des élèves du primaire pour favoriser la qualité des interactions en classe : élaboration et validation d’un questionnaire. Revue de psychoéducation 52:1, pages 242-266.
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Xiao Yu, Yinghe Chen, Chunliang Yang, Xiujie Yang, Xin Chen & Xixi Dang. (2022) How does parental involvement matter for children's academic achievement during school closure in primary school?. British Journal of Educational Psychology 92:4, pages 1621-1637.
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Zhijie Zhang, Jianmin Zheng & Nadia Magnenat Thalmann. (2022) Engagement estimation of the elderly from wild multiparty human–robot interaction. Computer Animation and Virtual Worlds 33:6.
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Xiao Zhou & Xinchun Wu. (2021) Posttraumatic stress disorder and growth: Examination of joint trajectories in children and adolescents. Development and Psychopathology 34:4, pages 1353-1365.
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Longfeng Li, Carlos Valiente, Nancy Eisenberg, Tracy L. Spinrad, Sarah K. Johns, Rebecca H. Berger, Marilyn S. Thompson, Jody Southworth, Armando A. Pina, Maciel M. Hernández & Diana E. Gal-Szabo. (2022) Longitudinal relations between behavioral engagement and academic achievement: The moderating roles of socio-economic status and early achievement. Journal of School Psychology 94, pages 15-27.
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Jingxian Wang, Dineke E.H. Tigelaar, Jianghua Luo & Wilfried Admiraal. (2022) Teacher beliefs, classroom process quality, and student engagement in the smart classroom learning environment: A multilevel analysis. Computers & Education 183, pages 104501.
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Oana D. Dumitru, Katherine R. Thorson & Tessa V. West. (2022) Investigating gender differences among tutors and students during STEM peer tutoring: Women are as behaviorally engaged as men but experience more negative affect. Contemporary Educational Psychology 70, pages 102088.
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Isabelle Archambault, Sophie Pascal, Elizabeth Olivier, Véronique Dupéré, Michel Janosz, Sophie Parent & Linda S. Pagani. (2022) Examining the contribution of student anxiety and opposition-defiance to the internal dynamics of affective, Cognitive and Behavioural Engagement in Math. Learning and Instruction 79, pages 101593.
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Juliana Martins, Jennifer Cunha, Sílvia Lopes, Tânia Moreira & Pedro Rosário. (2021) School Engagement in Elementary School: A Systematic Review of 35 Years of Research. Educational Psychology Review 34:2, pages 793-849.
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Jiajing Li, Ziying Li, Xiuya Lei, Jingyuan Yang, Xiao Yu & Haoning Liu. (2022) Longitudinal Association Between Child Psychological Abuse and Neglect and Academic Achievement in Chinese Primary School Children: A Moderated Mediation Model. Frontiers in Psychology 13.
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Yuen Man Tang, Danlin Yang, Ricci Wai-tsz Fong & Cher Ping Lim. 2022. Designing Technology-Mediated Case Learning in Higher Education. Designing Technology-Mediated Case Learning in Higher Education
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Mohammed Saqr & Sonsoles López-Pernas. (2021) The longitudinal trajectories of online engagement over a full program. Computers & Education 175, pages 104325.
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Virginie Boelen. (2021) La spiritualité dans l’approche holistique à la Nature-territoire : un processus d’auto-écoformation. Éducation relative à l'environnement:Volume 16-2.
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Xing Long Xie & Wei Xian Xue. (2021) A Study of Effects of Teaching Styles on Student Engagement: Evidence from E-learning. A Study of Effects of Teaching Styles on Student Engagement: Evidence from E-learning.
Katariina Salmela‐Aro, Xin Tang, Jennifer Symonds & Katja Upadyaya. (2021) Student Engagement in Adolescence: A Scoping Review of Longitudinal Studies 2010–2020. Journal of Research on Adolescence 31:2, pages 256-272.
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Paulo A. S. Moreira, Richard A. Inman, Kevin Cloninger & C. Robert Cloninger. (2020) Student engagement with school and personality: a biopsychosocial and person‐centred approach. British Journal of Educational Psychology 91:2, pages 691-713.
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Iris Estévez, Carolina Rodríguez-Llorente, Isabel Piñeiro, Rocío González-Suárez & Antonio Valle. (2021) School Engagement, Academic Achievement, and Self-Regulated Learning. Sustainability 13:6, pages 3011.
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Min Kyu Kim, In Heok Lee & So Mi Kim. (2020) A longitudinal examination of temporal and iterative relationships among learner engagement dimensions during online discussion. Journal of Computers in Education 8:1, pages 63-86.
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Elizabeth Olivier, Benoit Galand, Alexandre J.S. Morin & Virginie Hospel. (2021) Need-supportive teaching and student engagement in the classroom: Comparing the additive, synergistic, and global contributions. Learning and Instruction 71, pages 101389.
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Mohammed Saqr & Sonsoles López-Pernas. 2021. Technology-Enhanced Learning for a Free, Safe, and Sustainable World. Technology-Enhanced Learning for a Free, Safe, and Sustainable World
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Elizabeth Olivier, Alexandre J. S. Morin, Jessika Langlois, Kristel Tardif-Grenier & Isabelle Archambault. (2020) Internalizing and Externalizing Behavior Problems and Student Engagement in Elementary and Secondary School Students. Journal of Youth and Adolescence 49:11, pages 2327-2346.
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Rui Zhen, Ru‐De Liu, Ming‐Te Wang, Yi Ding, Ronghuan Jiang, Xinchen Fu & Yan Sun. (2019) Trajectory patterns of academic engagement among elementary school students: The implicit theory of intelligence and academic self‐efficacy matters. British Journal of Educational Psychology 90:3, pages 618-634.
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Christine L. Bae, Morgan Les DeBusk-Lane & Ashlee M. Lester. (2020) Engagement profiles of elementary students in urban schools. Contemporary Educational Psychology 62, pages 101880.
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Nurita Primasatya & Bagus Amirul Mukmin. (2020) Validitas multimedia interaktif K13 pada materi pecahan sebagai inovasi pembelajaran tematik bagi siswa Kelas IV. Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika 6:1, pages 84-93.
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Ángela Antúnez, María del Henar Pérez-Herrero, Pedro Rosário, Guillermo Vallejo & José Carlos Núñez. (2020) Engagement SPIRALS in Elementary Students: A School-Based Self-Regulated Learning Approach. Sustainability 12:9, pages 3894.
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Rui Zhen, Xinchun Wu & Xiao Zhou. (2019) Longitudinal development of adolescent academic engagement following the Wenchuan earthquake: Domain-specific trajectories. School Psychology International 41:2, pages 89-109.
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Miroljub Ivanović & Uglješa Ivanović. (2018) Academic and social variables as predictors of preadolescents' school satisfaction. Godisnjak Pedagoskog fakulteta u Vranju 9:1, pages 137-151.
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Isabelle Archambault, Jade Vandenbossche-Makombo & Sarah L. Fraser. (2017) Students’ Oppositional Behaviors and Engagement in School: The Differential Role of the Student-Teacher Relationship. Journal of Child and Family Studies 26:6, pages 1702-1712.
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