Staying Engaged: Knowledge and Research Needs in Student Engagement.
Staying Engaged: Knowledge and Research Needs in Student Engagement.
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DOI：
10.1111/cdep.12073
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发表时间：
2014-09
影响因子：
6.4
通讯作者：
Degol J
中科院分区：
文献类型：
--
作者：
Wang MT;Degol J
在这篇文章中，我们回顾了有关学生参与的知识，并展望了这一领域研究的未来。我们开始描述研究人员在该领域如何定义和研究学生的参与。特别是，我们描述的水平，上下文和尺寸构成的测量参与，总结的情况下，形状的参与和结果，从它，并阐明以人为本的方法来分析参与。最后，我们解决研究的局限性，并提供研究建议。具体来说，我们指出，纳入更多的工作如何学习相关的情绪，人格特征，以前的学习经验，跨环境的共同价值观，并参与非学术活动的重要性影响学生参与的个体差异。我们还强调，需要通过整合更广泛的纵向分析、干预试验、情感神经科学研究以及参与水平和维度之间的相互作用，来提高我们对参与随时间发展所涉及的细微差别的理解。
In this article, we review knowledge about student engagement and look ahead to the future of study in this area. We begin by describing how researchers in the field define and study student engagement. In particular, we describe the levels, contexts, and dimensions that constitute the measurement of engagement, summarize the contexts that shape engagement and the outcomes that result from it, and articulate person-centered approaches for analyzing engagement. We conclude by addressing limitations to the research and providing recommendations for study. Specifically, we point to the importance of incorporating more work on how learning-related emotions, personality characteristics, prior learning experiences, shared values across contexts, and engagement in nonacademic activities influence individual differences in student engagement. We also stress the need to improve our understanding of the nuances involved in developing engagement over time by incorporating more extensive longitudinal analyses, intervention trials, research on affective neuroscience, and interactions among levels and dimensions of engagement.