Relationships between student engagement and academic achievement: A meta-analysis
Open accessAbstract
Most scholars have argued that student engagement positively predicts academic achievement, but some have challenged this view. We sought to resolve this debate by offering conclusive evidence through a meta-analysis of 69 independent studies (196,473 participants). The results revealed that (a) there was a moderately strong and positive correlation between overall student engagement and academic achievement, and an analysis of the domains of behavioral, emotional, and cognitive engagement showed that almost all had a positive correlation with students' academic achievement; and (b) a moderator analysis revealed that the relationship between student engagement and academic achievement was influenced by the method of reporting engagement, cultural value, and gender. Furthermore, the relationships of behavioral, emotional, and cognitive engagement with academic achievement were influenced by reporting method for engagement, cultural value, or gender.
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Engagement has been well-established as an antecedent to learning and achievement.
“Because engagement has been well-established as an antecedent to learning and achievement (Lei et al., 2018),”
From How teachers’ student voice practices affect student engagement and achievement: exploring choice, receptivity, and responsiveness to student voice as moderators (2025) · cites this paper as Lei et al., 2018
Higher levels of student engagement enhance both the learning experience and students' academic achievement.
“This is consistent with reports in the literature that higher levels of student engagement enhance both the learning experience and students' academic achievement (Gerber et al., 2013;Lei et al., 2018).”
From Replacing Traditional Written Laboratory Reports with Interactive Oral Assessments: Enhancing Laboratory Skill Assessment in Undergraduate Genetics Education (2026) · cites this paper as Lei et al., 2018
Active engagement in learning processes leads to better knowledge retention and application.
“This aligns with research showing that active engagement in learning processes leads to better knowledge retention and application (Lei et al., 2018).”
From Replacing Traditional Written Laboratory Reports with Interactive Oral Assessments: Enhancing Laboratory Skill Assessment in Undergraduate Genetics Education (2026) · cites this paper as Lei et al., 2018
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- Authors
- Lei, H., Cui, Y., & Zhou, W.
- ORCID
- Zhou, Wenye
- Venue
- Social Behavior and Personality: an international journal
- Publisher
- Scientific Journal Publishers Ltd
- Published
- 2018-03-25
- Volume
- 46
- Issue
- 3
- Pages
- 517-528
- ISSN
- 0301-2212 (ISSN-L)
- OpenAlex
- W2793005603
- Cited by
- 987
- References
- 4
- Citations by year
- 2026: 120 · 2025: 160 · 2024: 139 · 2023: 246 · 2022: 167 · 2021: 110 · 2020: 29 · 2019: 13 · 2018: 2
- FWCI
- 50.43
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Locations
- Social Behavior and Personality An International Journal (publishedVersion)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Social Sciences › Education › Early Childhood Education and Development
- Social Sciences › Education › Higher Education Research Studies
- Keywords
- student engagement, academic performance, behavioral engagement, emotional engagement, cognitive engagement, reporting methods, cultural values, gender differences, moderators
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