Student or educator? Sign up with your school email and get 6 months of Pro free.
CoChat
Sign Up
Cited by 1,554

The DOI matches its OpenAlex record; 4 of the 4 references it cites were found in a registry or an index.

Student Engagement in Instructional Activity: Patterns in the Elementary, Middle, and High School Years

Helen M. Marks·2000·American Educational Research Journal
DOI 10.2307/1163475
Open this paper in CoChat — free account

Abstract

Although student engagement with the intellectual work of school is important to students' achievement and to their social and cognitive development, studies over a span of two decades have documented low levels of engagement, particularly in the classroom, Examining several theoretical perspectives that attempt to explain engagement through comprehensive frameworks, this study evaluates the effect on engagement of school reform initiatives that are consistent with the theories. The study also investigates whether patterns exist in students' engagement, whether the patterns are consistent across grade levels, and whether class subject matter (mathematics or social studies) differentially affects engagement. The sample includes 3, 669 students representing 143 social studies and mathematics classrooms in a nationally selected sample of 24 restructuring elementary, middle, and high schools. Because of the nature of the nested data (students nested within classrooms nested within schools), the analysis is conducted using hierarchical linear modeling in its three-level application (HLM3L). The reform initiatives, which are consistent with the theories, eliminate personal background effects. Together with classroom subject matter, they substantially influence engagement. The results are generally consistent across grade levels.

Overview

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Integrity signals

Registry

OpenAlex · 10.2307/1163475

Cites

4 of 4 references verified0 citation errors · 0 not checkable

Statistics

Verification

Claims the paper makes

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

The self-check needs the paper’s full text.

Citations

Cites

Show all 4 references

Cited by

Metadata

Authors
Marks, H. M.
Venue
American Educational Research Journal
Publisher
SAGE Publishing
Published
2000-01-01
Volume
37
Issue
1
Pages
153-153
ISSN
0002-8312 (ISSN-L)
DOI
10.2307/1163475
OpenAlex
W2109944718
Cited by
1,554
References
4
FWCI
46.89
Type
journal article
Language
en
Open access
closed

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review

Data sources

Bibliographic data: Semantic Scholar, OpenAlex, Crossref.

Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).

Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.