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Student Engagement: Current State of the Construct, Conceptual Refinement, and Future Research Directions
Educational Psychology Review ( IF 10.1 ) Pub Date : 2021-07-06 , DOI: 10.1007/s10648-021-09628-3
Zi Yang Wong 1 , Gregory Arief D. Liem 1
Affiliation  

Notwithstanding its crucial role in facilitating desired outcomes of schooling, educational psychology researchers have recognized the conceptual haziness of student engagement as a multidimensional construct. With the main purpose of refining its conceptual definition, this paper aims to attain the following four goals. First, we seek to highlight theoretical, conceptual, and operational concerns about the student engagement construct, and synthesize these concerns into four related areas: overgeneralization, jingle-jangle fallacies, object ambiguity, and under-theorization. Second, we conduct a comprehensive review of prevailing perspectives on student engagement and critically examine their strengths and limitations. Building upon such extant models, third, we offer the Dual Component Framework of Student Engagement, which differentiates learning engagement from school engagement, and articulates the conceptual definition and scope, as well as the objects and dimensions, of the two engagement constructs. Lastly, we underscore the theoretical, research, and applied implications of the proposed framework in advancing the field of student engagement.



中文翻译:

学生参与:结构现状、概念细化和未来研究方向

尽管它在促进学校教育的预期成果方面发挥着至关重要的作用,但教育心理学研究人员已经认识到,学生参与的概念模糊是一个多维结构。以完善其概念定义为主要目的,本文旨在实现以下四个目标。首先,我们试图强调关于学生参与结构的理论、概念和操作问题,并将这些问题综合到四个相关领域:过度概括、叮当声谬误、对象歧义和理论不足。其次,我们对学生参与的主流观点进行全面审查,并批判性地审查他们的优势和局限性。第三,在现有模型的基础上,我们提供了学生参与的双组件框架,它将学习参与与学校参与区分开来,并阐明了两种参与结构的概念定义和范围,以及对象和维度。最后,我们强调了拟议框架在推进学生参与领域的理论、研究和应用意义。

更新日期:2021-07-07
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