Handbook of Research on Student Engagement

Section I: Defining Student Engagement: Models and Related Constructs

1) Jingle Jangle Revisited: History and Further Evolution of the Student Engagement Construct

2) Using the Positive Synergy Between Engagement and Motivation

3) Situated Expectancy Value Theory, Dimensions of Engagement, and Academic Outcomes 

4) Study Demands - Resources Model of Student Engagement and Burnout 

5) Agentic Engagement

6) Academic Emotions and Student Engagement 

7) School Belonging and Student Engagement: The critical overlaps, similarities, and implications for student outcomes. 

8) Self-Efficacy and Engaged Learners 

9) Using Self-Regulated Learning (SRL) Assessment Data to Promote Regulatory Engagement in Learning and Performance Contexts

10) Hope and Student Engagement/Disengagement

Section II: Student Engagement: Positive Development and Outcomes

11) Relationships between Student Engagement and Mental Health as Conceptualized from a Dual-Factor Model 

12) Resilience and Student Engagement: Promotive and Protective Processes in Schools

13) Developmental Relationships and Student Academic Motivation: Current Research and Future Directions. 

14) Early Childhood Engagement

15) Using Positive Student Engagement to Create Opportunities for Students with Troubling and High-Risk Behaviors

16) Student Engagement and School Dropout: Theories, Evidence, and Future Directions

17) Exploring the Character of Student Persistence in Higher Education: The Impact of Perception, Motivation, and Engagement 

Section III: Contexts for Engagement

18) Expanding an Equity Understanding of Student Engagement: The Macro (Social) and Micro (School) Contexts. 

19) Parental Influences on Achievement Motivation and Student Engagement 

20) Teacher-Student

Amy L. Reschly, Ph.D., is a professor and department head of Educational Psychology at the University of Georgia. Her scholarly work focuses on student engagement, dropout prevention, and working with families to promote student success. She is co-editor of the first edition of the Handbook of Research on Student Engagement and the Handbook of Student Engagement Interventions.Sandra L. Christenson, Ph.D., Professor Emeritus, Department of Educational Psychology at the University of Minnesota, continues to research interventions that enhance engagement at school and with learning for marginalized students with and without disabilities. She has been a principal investigator on several federally funded projects in the areas of dropout prevention and family-school partnerships, including Check & Connect, which is in its 29th year of research and implementation. Dr. Christenson publishes extensively; recently she co-edited the Handbook of Research on Student Engagement and the Handbook of Student Engagement Interventions.