The DOI matches its Crossref record; 70 of the 70 references it cites were found in a registry or an index.
Jingle, Jangle, and Conceptual Haziness: Evolution and Future Directions of the Engagement Construct
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“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
In the citing paper
“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
Citations
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Cited by
Sorted by citations
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
“…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 &…”
BackgroundMeasuring student engagement in technology-mediated learning: A review
Henrie, C. R., Halverson, L. R., & Graham, C. R. (2015) · Computers & Education · doi:10.1016/j.compedu.2015.09.005 · Cited by 1,010
The Challenges of Defining and Measuring Student Engagement in Science
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Wang, Y., Derakhshan, A., & Zhang, L. J. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.731721 · Cited by 762
“Cognitive engagement happens when one is adequately, mentally challenged, and absorbed in one’s work (Reschly and Christenson, 2012).”
BackgroundExploring Engagement in Tasks in the Language Classroom
Philp, J., & Duchesne, S. (2016) · Annual Review of Applied Linguistics · doi:10.1017/s0267190515000094 · Cited by 752
Metadata
- 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 › Psychology › Developmental and Educational Psychology › Youth Development and Social Support
- Social Sciences › Psychology › Developmental and Educational Psychology › Education, Achievement, and Giftedness
- Keywords
- student engagement, conceptual history, disciplinary differences, youth outcomes, engagement theory
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