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Toward an Understanding of Definitions and Measures of School Engagement and Related Terms

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Abstract

This article provides an overview of definitions and measures related to school engagement. The intent herein, is to explore the construct and measurement of school engagement and related terms and provide a summary of previous literature, in an effort to offer a foundation to advance related scholarship and practice. Previous articles exploring school engagement, school bonding, and other associated terms (e.g., school attachment, school commitment, motivation) include a variety of definitions and measures. Items used in previous research addressing school engagement and related terms were classified into five contexts: a) academic performance, b) classroom behavior, c) extracurricular involvement, d) interpersonal relationships, and e) school community. Based on this review, it is suggested that school engagement is a multifaceted construct that includes affective, behavioral, and cognitive dimensions. Conceptualizing school engagement as a multifaceted construct has implications for both research and practice.

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Authors and Affiliations

  1. Gevirtz Graduate School of Education; Counseling, Clinical, and School Psychology; Child and Adolescent Development, University of California at Santa Barbara, 2208 Phelps Hall, Santa Barbara, CA, 93106-9490, USA

    Shane R. Jimerson Ph.D., Emily Campos & Jennifer L. Greif

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  1. Shane R. Jimerson Ph.D.
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  2. Emily Campos
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  3. Jennifer L. Greif
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Correspondence to Shane R. Jimerson Ph.D..

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All authors contributed equally to the development and writing of this article.

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Jimerson, S.R., Campos, E. & Greif, J.L. Toward an Understanding of Definitions and Measures of School Engagement and Related Terms. Contemp School Psychol 8, 7–27 (2003). https://doi.org/10.1007/BF03340893

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