References
- Anderson, R. C., Graham, M., Kennedy, P., Nelson, N., Stoolmiller, M., Baker, S. K., & Fien, H. (2019). Student agency at the crux: Mitigating disengagement in middle and high school. Contemporary Educational Psychology, 56, 205–217. https://doi.org/10.1016/j.cedpsych.2018.12.005
- Australian Council for Educational Research. (2018). PISA Australia in focus: Number 1 – sense of belonging at school. https://research.acer.edu.au/ozpisa/30/
- Azevedo, R. (2015). Defining and measuring engagement and learning in science: Conceptual, theoretical, methodological and analytical issues. Educational Psychologist, 50(1), 84–94. https://doi.org/10.1080/00461520.2015.1004069
- Bae, C. L., DeBusk-Lane, M. L., & Lester, A. M. (2020). Engagement profiles of elementary students in urban schools. Contemporary Educational Psychology, 62, 1–13. https://doi.org/10.1016/j.cedpsych.2020.101880
- Berry, A. (2020). Disrupting to driving: Exploring upper primary teachers’ perspectives on student engagement. Teachers & Teaching, 26(2), 145–165. https://doi.org/10.1080/13540602.2020.1757421
- Boekaerts, M. (2016). Engagement as an inherent aspect of the learning process. Learning & Instruction, 43, 76–83. https://doi.org/10.1016/j.learninstruc.2016.02.001
- Boheim, R., Urdan, T., Knogler, M., & Seidel, T. (2020). Student hand-raising as an indicator of behavioral engagement and its role in classroom learning. Contemporary Educational Psychology, 62, 1–15. https://doi.org/10.1016/j.cedpsych.2020.101894
- Centre for Education Statistics and Evaluation. (2015). Student engagement and wellbeing in NSW: Initial results from a pilot of the ‘tell them from me’ student feedback survey. https://www.cese.nsw.gov.au//images/stories/PDF/LearningCurve7_TTFM_May2015.pdf
- Centre for Education Statistics and Evaluation. (2017). Improving high school engagement, classroom practices and achievement. https://www.cese.nsw.gov.au//images/stories/PDF/2017_engagement_NAPLAN_AA_DN_v4.pdf
- Collie, R. J., Martin, A. J., Papworth, B., & Ginns, P. (2016). Students’ interpersonal relationships, personal best (PB) goals, and academic achievement. Learning & Individual Differences, 45, 65–76. https://doi.org/10.1016/j.lindif.2015.12.002
- Commissioner for Children and Young People. (2018). Speaking out about school and learning: The views of WA children and young people on factors that support their engagement in school and learning. Commissioner for Children and Young People Western Australia. https://www.ccyp.wa.gov.au/media/2763/speaking-out-about-school-and-learning.pdf
- Cothran, D. J., & Ennis, C. D. (2000). Building bridges to student engagement: Communicating respect and care for students in urban high schools. Journal of Research & Development in Education, 33(4), 106–117. https://psycnet.apa.org/record/2000-07241-004
- Creswell, J. W. (2012). Educational research: Planning, conducting and evaluating quantitative and qualitative research. Pearson Education. https://books.google.com.au/books/about/Educational_Research.html?id=4PywcQAACAAJ&redir_esc=y
- Creswell, J. W., & Creswell, D. J. (2018). Research design: Qualitative, quantitative, and mixed methods approaches. SAGE. https://au.sagepub.com/en-gb/oce/research-design/book255675
- Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research. SAGE. https://books.google.com.au/books/about/Designing_and_Conducting_Mixed_Methods_R.html?id=YcdlPWPJRBcC
- Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and design: Choosing among five approaches. SAGE. https://books.google.com.au/books?hl=en&lr=&id=DLbBDQAAQBAJ&oi=fnd&pg=PP1&dq=Qualitative+inquiry+and+design:+Choosing+among+five+approaches+2018&ots=-hp7abMNSz&sig=juv9rOCjFmPJOKQDClQL5oddf48
- Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. https://learningpolicyinstitute.org/sites/default/files/product-files/Effective_Teacher_Professional_Development_REPORT.pdf
- Eccles, J. S. (2016). Engagement: Where to next? Learning & Instruction, 43, 71–75. https://doi.org/10.1016/j.learninstruc.2016.02.003
- Edmonds, W. A., & Kennedy, T. D. (2013). An applied reference guide to research designs: Quantitative, qualitative, and mixed methods. SAGE. https://www.semanticscholar.org/paper/An-Applied-Guide-to-Research-Designs%3A-Quantitative%2C-Edmonds-Kennedy/873521c5d0f174c22980ef671ad1da0fa8f1ea3a
- Engels, M. C., Split, J., Denies, K., & Verschueren, K. (2021). The role of affective teacher-student relationships in adolescents’ school engagement and achievement trajectories. Learning & Instruction, 75, 1–12. https://doi.org/10.1016/j.learninstruc.2021.101485
- Field, A. (2013). Discovering statistics using IBM SPSS statistics: And sex and drugs and rock ‘N’ roll. SAGE. https://www.researchgate.net/publication/215666003_Discovering_statistics_using_IBM_SPSS_Statistics_And_sex_and_drugs_and_rock’n’roll
- Finn, J. D., & Zimmer, K. S. (2012). Student engagement: What is it? Why does it matter? In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 97–132). Springer. https://doi.org/10.1007/978-1-4614-2018-7_5
- Fredricks, J. A. (2011). Engagement in school and out-of-school contexts: A multidimensional view of engagement. Theory into Practice, 50(4), 327–335. https://doi.org/10.1080/00405841.2011.607401
- Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059
- Fredricks, J. A., Filsecker, M., & Lawson, M. A. (2016). Student engagement, context and adjustment: Addressing definitional, measurement, and methodological issues. Learning & Instruction, 43, 1–4. https://doi.org/10.1016/j.learninstruc.2016.02.002
- Fredricks, J. A., Wang, M., Linn, J. S., Hofkens, T. L., Sung, H., Parr, A., & Allerton, J. (2016). Using qualitative methods to develop a survey measure of math and science engagement. Learning & Instruction, 43, 5–15. https://doi.org/10.1016/j.learninstruc.2016.01.009
- Gibbs, R., & Poskitt, J. (2010). Student engagement in the middle years of schooling (years 7–10): A literature review report to the ministry of education. http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.475.5394
- Goldspink, C., Winter, P., & Foster, M. (2008). Student engagement and quality pedagogy, 1–19. https://www.education.sa.gov.au/sites/g/files/net691/f/student_engagement_and_quality_pedagogy.pdf?v=1457314100
- Goss, P., Sonnemann, J., & Griffiths, K. (2017). Engaging students: Creating classrooms that improve learning. Grattan Institute. https://grattan.edu.au/wp-content/uploads/2017/02/Engaging-students-creating-classrooms-that-improve-learning.pdf
- Greene, J. C., & Hall, J. N. (2010). SAGE handbook of mixed methods in social and behavioral research In A. Tashakorri & C. Teddlie (Eds.), (pp. 119–144). SAGE. https://doi.org/10.4135/9781506335193.n5
- Harris, L. (2011). Secondary teachers’ conceptions of student engagement: Engagement in learning or in schooling? Teaching & Teacher Education, 27(2), 376–386. https://doi.org/10.1016/j.tate.2010.09.006
- Harris, L. R. (2008). A phenomenographic investigation of teacher conceptions of student engagement in learning. The Australian Educational Researcher, 35(1), 57–79. https://doi.org/10.1007/BF03216875
- Hospel, V., & Garland, B. (2016). Are both classroom autonomy and structure equally important for student’ engagement? A multilevel analysis. Learning & Instruction, 41, 1–10. https://doi.org/10.1016/j.learninstruc.2015.09.001
- Hughes, J. N., & Cao, Q. (2018). Trajectories of teacher-student warmth and conflict at the transition to middle school: Effects on academic engagement and achievement. Journal of School Psychology, 67, 148–162. https://doi.org/10.1016/j.jsp.2017.10.003
- Jang, H., Kim, E. J., & Reeve, J. (2016). Why students become more engaged or more disengaged during the semester: A self-determination theory dual-process model. Learning & Instruction, 43, 27–38. https://doi.org/10.1016/j.learninstruc.2016.01.002
- Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33(7), 14–26. https://doi.org/10.3102/0013189X033007014
- Johnson, R. B., Onwuegbuzie, A. J., & Turner, L. A. (2007). Toward a definition of mixed methods research. Journal of Mixed Methods Research, 1(2), 112–133. https://doi.org/10.1177/1558689806298224
- Jonasson, C. (2012). Teachers and students’ divergent perceptions of student engagement: Recognition of school and workplace goals. British Journal of Sociology and Education, 33(5), 723–741. https://doi.org/10.1080/01425692.2012.674811
- Kelly, M. L., Yeigh, T., Hudson, S., Willis, R., & Lee, M. (2022). Secondary teachers’ perceptions of the importance of pedagogical approaches to support students’ behavioural, emotional and cognitive engagement. The Australian Educational Researcher. https://doi.org/10.1007/s13384-022-00540-5
- Kelly, M. L., Yeigh, T., Hudson, S., Willis, R., & Lee, M. (2024). Secondary teachers’ beliefs about the importance of teaching strategies that support behavioural, emotional and cognitive engagement in the classroom. Social Science & Humanities Open, 9, 1–10. https://doi.org/10.1016/j.ssaho.2024.100891
- Klem, A. M., & Connell, J. P. (2004). Relationships matter: Linking teacher support to student engagement and achievement. The Journal of School Health, 74(7), 262–273. https://doi.org/10.1111/j.1746-1561.2004.tb08283.x
- Lawson, M. A., & Lawson, H. A. (2013). New conceptual frameworks for student engagement research, policy, and practice. Review of Educational Research, 83(3), 432–479. https://doi.org/10.3102/0034654313480891
- Linnenbrink-Garcia, L., Rogat, T. K., & Koskey, K. L. K. (2011). Affect and engagement during small group instruction. Contemporary Educational Psychology, 36(1), 13–24. https://doi.org/10.1016/j.cedpsych.2010.09.001
- McKellar, S. E., Cortina, K. S., & Ryan, A. M. (2020). Teaching practices and student engagement in early adolescence: A longitudinal study using the classroom assessment scoring system. Teaching & Teacher Education, 89, 1–11. https://doi.org/10.1016/j.tate.2019.102936
- Melbourne Graduate School of Education. (n.d.). Think like a kid: Engaging teachers to engage students. https://education.unimelb.edu.au/__data/assets/file/0004/2540335/think_like_a_kid.pdf
- Moreira, P., Cunha, D., & Inman, R. A. (2020). An integration of multiple student engagement dimensions into a single measure and validity-based studies. Journal of Psychoeducational Assessment, 38(5), 564–580. https://doi.org/10.1177/0734282919870973
- Morse, J. M. (2010). Simultaneous and sequential qualitative mixed method designs. Qualitative Inquiry, 16(6), 483–491. https://doi.org/10.1177/1077800410364741
- Mullen, C. A., & Klimaitis, C. C. (2021). Defining mentoring: A literature review of issues, types, and applications. Annals of the New York Academy of Sciences, 1483(1), 19–35. https://doi.org/10.1111/nyas.14176
- National Research Council & Institute of Medicine. (2004). Engaging schools: Fostering high school students’ motivation to learn. National Academy Press. https://www.nap.edu/catalog/10421/engaging-schools-fostering-high-school-students-motivation-to-learn
- Nguyen, T. D., Cannata, M., & Miller, J. (2016). Understanding student behavioral engagement: Importance of student interaction with peers and teachers. Journal of Educational Research, 111(2), 163–174. https://doi.org/10.1080/00220671.2016.1220359
- Pedler, M., Yeigh, T., & Hudson, S. M. (2020). The teachers’ role in student engagement: A review. Australian Journal of Teacher Education, 45(3), 48–62. https://doi.org/10.14221/ajte.2020v45n3.4
- Pino-James, N., Shernoff, D. J., Bressler, D. M., Larson, S. C., & Sinha, S. (2019). Instructional interventions that support student engagement: An international perspective. In J. A. Fredricks, A. L. Reschly, & S. L. Christenson (Eds.), Handbook of student engagement: Working with disengaged students (pp. 103–117). Elsevier Science and Technology. https://www.sciencedirect.com/book/9780128134139/handbook-of-student-engagement-interventions
- Plano Clark, V. L., & Ivankova, N. (2016). Why use mixed methods research? Identifying rationales for mixing methods. In V. L. Plano Clark & N. Ivankova (Eds.), Mixed methods research: A guide to the field (pp. 79–104). SAGE. https://doi.org/10.4135/9781483398341.n7
- Ravet, J. (2007). Making sense of disengagement in the primary classroom: A study of pupil, teacher and parent perceptions. Research Papers in Education, 22(3), 333–362. https://doi.org/10.1080/02671520701497589
- Reeve, J. (2013). How students create motivationally supportive learning environments for themselves: The concept of agentic engagement. Journal of Educational Psychology, 105(3), 579–595. https://doi.org/10.1037/a0032690
- Reeve, J., Cheon, S. H., & Jang, H. R. (2020). How and why students make academic progress: Reconceptualizing the student engagement construct to increase its explanatory power. Contemporary Educational Psychology, 62, 62. https://doi.org/10.1016/j.cedpsych.2020.101899
- Reeve, J., & Tseng, C. M. (2011). Agency as a fourth aspect of students’ engagement during learning activities. Contemporary Educational Psychology, 36(4), 257–267. https://doi.org/10.1016/j.cedpsych.2011.05.002
- Reschly, A. L., & Christenson, S. L. (2006). Prediction of dropout among students with mild disabilities: A case for the inclusion of student engagement variables. Remedial and Special Education, 27(5), 276–292. https://doi.org/10.1177/07419325060270050301
- Reschly, A. L., & Christenson, S. L. (2012). Jingle, jangle, and conceptual haziness: Evolution and future directions of the engagement construct. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 3–20). Springer. https://doi.org/10.1007/978-1-4614-2018-7_1
- Ritchie, J., Lewis, J., Nicholls, C. M., & Ormston, R. (2014). Qualitative research practice: A guide for social science students and researchers. SAGE. https://books.google.com.au/books?hl=en&lr=&id=EQSIAwAAQBAJ&oi=fnd&pg=PP1&dq=Ritchie,+Lewis,+McNaughton+Nichols,+%26+Ormston,+2014&ots=l-RTntWz4Q&sig=SAWKs-sraVyu5w-6587CMB3z1d4
- Roorda, D. L., Koomen, H. M. Y., Spilt, J. L., & Oort, F. J. (2011). The influence of affective teacher–student relationships on students’ school engagement and achievement. Review of Educational Research, 81(4), 493–531. https://doi.org/10.3102/0034654311421793
- Shernoff, D. J., Kelly, S., Tonks, S. M., Anderson, B., Cavanagh, R. F., Sinha, S., & Abdi, B. (2016). Student engagement as a function of environmental complexity in high school classrooms. Learning & Instruction, 43, 52–60. https://doi.org/10.1016/j.learninstruc.2015.12.003
- Skinner, E. A., & Pitzer, J. R. (2012). Developmental dynamics of student engagement, coping and everyday resilience. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 21–44). Springer. https://doi.org/10.1007/978-1-4614-2018-7_2
- Skinner, E., Furrer, C., Marchand, G., & Kindermann, T. (2008). Engagement and disaffection in the classroom: Part of a larger motivational dynamic? Journal of Educational Psychology, 100(4), 765–781. https://doi.org/10.1037/a0012840
- Sullivan, A. M., Johnson, B., Owens, L., & Conway, R. (2014). Punish them or engage them? teachers’ views of unproductive student behaviours in the classroom. Australian Journal of Teacher Education, 39(6). https://doi.org/10.14221/ajte.2014v39n6.6
- Tashakkori, A., Teddlie, C., & Teddlie, C. B. (1998). Mixed methodology: Combining qualitative and quantitative approaches. SAGE. https://books.google.com.au/books?hl=en&lr=&id=qtW04-pRJZ0C&oi=fnd&pg=PP11&dq=Tashakkori+%26+Teddlie,+1998&ots=6h8tuBd2sT&sig=LR73I-YkzEh86r9JqdbAR9wpG9c
- Taylor, L., & Parsons, J. (2011). Improving student engagement. Current Issues in Education, 14(1), 3–32. https://cie.asu.edu/ojs/index.php/cieatasu/article/view/745
- Virtanen, T. E., Raikkonen, E., Engels, M. C., Vasalampi, K., & Lerkkanen, M. K. (2021). Student engagement, truancy, and cynicism: A longitudinal study from primary school to upper secondary education. Learning & Individual Differences, 86, 1–9. https://doi.org/10.1016/j.lindif.2021.101972
- Wang, M., & Eccles, J. (2011). Adolescent behavioural, emotional, and cognitive engagement trajectories in school and their differential relations to educational success. Journal of Research on Adolescence, 22(1), 31–39. https://doi.org/10.1111/j.1532-7795.2011.00753.x
- Wang, M. T., Fredricks, J. A., Ye, F., Hofkens, T. L., & Linn, J. S. (2016). The math and science engagement scales: Scale development, validation, and psychometric properties. Learning & Instruction, 43, 16–26. https://doi.org/10.1016/j.learninstruc.2016.01.008
- Willms, J. D. (2003). Student engagement at school: A sense of belonging and participation. Organisation for economic Co-operation and development. https://www.oecd.org/education/school/programmeforinternationalstudentassessmentpisa/33689437.pdf
- Zepke, N., Leach, L., & Butler, P. (2014). Student engagement: Students’ and teachers’ perceptions. Higher Education Research & Development, 33(2), 386–398. https://doi.org/10.1080/07294360.2013.832160
- Zyngier, D. (2007). Listening to teachers – Listening to students: Substantive conversations about resistance, empowerment and engagement. Teachers & Teaching Theory & Practice, 13(4), 327–347. https://doi.org/10.1080/13540600701391903
- Zyngier, D. (2008). (Re)conceptualising student engagement: Doing education not doing time. Teaching & Teacher Education, 24(7), 1765–1775. https://doi.org/10.1016/j.tate.2007.09.004