Jingle, Jangle, and Conceptual Haziness: Evolution and Future Directions of the Engagement Construct
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Engagement is regarded as a fledgling concept compared to well-established and extensively researched constructs like motivation.
“Compared to other well-established and extensively researched constructs like motivation, engagement is regarded as a fledging concept (Hiver et al., 2021) as Reschly and Christenson (2012) also call it “a new kid on the block” (p. 4).”
From Researching and Practicing Positive Psychology in Second/Foreign Language Learning and Teaching: The Past, Current Status and Future Directions (2021) · cites this paper as Reschly and Christenson, 2012
Engagement is a construct closely related to motivation.
“Engagement is a construct closely related to motivation.”
From Exploring Engagement in Tasks in the Language Classroom (2016) · cites this paper as Reschly & Christenson, 2012
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Bond, M., Buntins, K., Bedenlier, S., Zawacki-Richter, O., & Kerres, M. (2020) · International Journal of Educational Technology in Higher Education · doi:10.1186/s41239-019-0176-8 · Cited by 1,097 · see citing works
“…is that motivation is an antecedent to engagement; it is the intent and unobservable force that energises behaviour (Lim, 2004; Reeve, 2012; Reschly & Christenson, 2012), whereas student engagement is energy and effort in action; an observable manifestation (Appleton et al., 2008; Eccles &…”
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“Cognitive engagement happens when one is adequately, mentally challenged, and absorbed in one’s work (Reschly and Christenson, 2012).”
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- Authors
- Reschly, A. L., & Christenson, S. L.
- Affiliations
- University of Georgia (US)
- University of Minnesota (US)
- Corresponding author
- Reschly, Amy L.
- ORCID
- Reschly, Amy L.
- Venue
- Handbook of Research on Student Engagement
- Publisher
- Springer US
- Published
- 2012
- Pages
- 3-19
- OpenAlex
- W128053457
- Cited by
- 980
- References
- 70
- Citations by year
- 2026: 49 · 2025: 80 · 2024: 94 · 2023: 96 · 2022: 118 · 2021: 111 · 2020: 97 · 2019: 92 · 2018: 52 · 2017: 57 · 2016: 52 · 2015: 34 · 2014: 22 · 2013: 16 · 2012: 4
- FWCI
- 118.13
- Type
- book chapter
- Language
- en
- Open access
- closed
- Licence
- Locations
- Springer eBooks (publishedVersion)
- Topics
- Social Sciences › Education › Higher Education Research Studies
- Social Sciences › Safety Research › Youth Development and Social Support
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Keywords
- student engagement, conceptual history, disciplinary differences, youth outcomes, engagement theory
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