The DOI matches its Crossref record; 4 of the 4 references it cites were found in a registry or an index.
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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“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
In the citing paper
“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
In the citing paper
“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
Citations
Cites
Measuring cognitive and psychological engagement: Validation of the Student Engagement Instrument
Appleton, J. J., Christenson, S. L., Kim, D., & Reschly, A. L. (2006) · Journal of School Psychology · doi:10.1016/j.jsp.2006.04.002 · Cited by 1,858
Marks, H. M. (2000) · American Educational Research Journal · doi:10.3102/00028312037001153 · Cited by 1,686
Pietarinen, J., Soini, T., & Pyhältö, K. (2014) · International Journal of Educational Research · doi:10.1016/j.ijer.2014.05.001 · Cited by 322
Crossan, B., Field, J., Gallacher, J., & Merrill, B. (2003) · British Journal of Sociology of Education · doi:10.1080/01425690301907 · Cited by 210
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Sorted by citations
Perceived teacher support, student engagement, and academic achievement: a meta-analysis
Yang, T., Yu, M., Gao, Z., & Yang, X. (2022) · Educational Psychology · doi:10.1080/01443410.2022.2033168 · Cited by 499
“In addition, there have been three previous meta-analyses discussing the relation between teacher support, student engagement, and academic achievement (Lei et al., 2018; Roorda et al., 2011; 2017).”
BackgroundInfluentialGoldberg, P., Sümer, Ö., Stürmer, K., Wagner, W., Göllner, R., Gerjets, P. H., Kasneci, E., & Trautwein, U. (2019) · Educational Psychology Review · doi:10.1007/s10648-019-09514-z · Cited by 296
“Furthermore, in research on engagement, correlations between student engagement and academic achievement have been found (Lei et al. 2018).”
Students’ Well-Being and Academic Achievement: A Meta-Analysis Study
Kaya, M., & Erdem, C. (2021) · Child Indicators Research · doi:10.1007/s12187-021-09821-4 · Cited by 294
Wickersham, A., Sugg, H. V. R., Epstein, S., Stewart, R. J., Ford, T. J., & Downs, J. M. (2020) · Journal of the American Academy of Child & Adolescent Psychiatry · doi:10.1016/j.jaac.2020.10.008 · Cited by 217
The effect of artificial intelligence tools on EFL learners' engagement, enjoyment, and motivation
Yuan, L., & Liu, X. (2025) · Computers in Human Behavior · doi:10.1016/j.chb.2024.108474 · Cited by 188
Metadata
- 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 › Developmental and Educational 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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