This paper sought to explain how the student engagement construct could be reconceptualized so to increase its capacity to explain course-specific academic progress.

To do so, we proposed that agentic engagement should be added as a new engagement component while the status of emotional engagement should be reconsidered. In two longitudinally-designed studies, secondary-grade students self-reported four aspects of their course-specific classroom engagement (behavioral, emotional, cognitive, and agentic) throughout an 18-week semester, and these scores were used to predict their objectively-scored course achievement (Study 1) and end-of-semester gains in perceived academic progress and perceived autonomy-supportive teaching (Study 2). In both studies, multilevel regressions showed that agentic engagement explained independent variance in the outcomes, while emotional engagement (and cognitive engagement) did not. These findings highlight the need to add agentic engagement and to reconceptualize the role of emotional engagement, so the discussion offers a reconceptualized model with greater explanatory power than its 3-component (behavioral, emotional, cognitive) predecessor.

本文试图解释如何重新构想学生的参与度结构，以增强其解释特定课程学习成绩的能力。

为此，我们建议应将代理人参与作为新的参与组成部分添加，同时应重新考虑情感参与的状态。在两项纵向设计的研究中，二年级学生在整个18周的学期中自我报告了他们特定课程的课堂参与的四个方面（行为，情感，认知和代理），这些分数用于客观地预测他们的-获得的课程成绩（研究1）和学期末获得的感知的学术进步和感知的自主性支持教学（研究2）。在这两项研究中，多级回归显示代理人参与可以解释结果中的独立差异，而情感参与（和认知参与）则不能。