Engagement in school and self-concept are two main constructs to explain the school adjustment. To understand how engagement might change during adolescence, we analyzed early and middle adolescents’ engagement in school (cognitive, affective, behavioural, and personal agency) as a function of their level of self-concept. Participants were 685 adolescents, 296 males (43.2%) and 389 females betw...

Engagement is the effort that students make by directly contributing to achieving goal of learning success. Student engagement considered a predictor improved performance, academic achievement and socializing quality learners. Research on in educational contexts has grown recent years. The concept often used research student with three aspects, namely, behavior, emotional, cognitive engagement....

Changes in motivation anticipate changes in engagement, but the present study tested the reciprocal relation that changes in students’ classroom engagement lead to corresponding longitudinal changes in their classroom motivation. Achievement scores and multiple measures of students’ course-specific motivation (psychological need satisfaction, self-efficacy, and mastery goals) and engagement (be...

Humanizing language learning materials helps language teachers to design activities that are linked to learn- ers’ lives and experiences. This can result in higher motivation and engagement in the process of foreign language learning. Self-determination theory-based instruction enhances learners’ engagement and motiva- tion through supporting the basic psychological needs for autonomy, competen...

Research has shown that teachers’ autonomy support and provision of structure relate to students’ agentic behavioral engagement. Moreover, engagement elicits higher teacher sup...

Most research studying gender and political participation fails to problematise the measure of identity. Using 2012/13 Dutch Longitudinal Internet Studies for Social Sciences panel survey data, we investigate how gender-socialised personality traits relate various types engagement. Baseline models show that, when significant, self-assessed socialised agentic/masculine are positively, communal/f...

Much has been written in the educational psychology literature about effective feedback and how to deliver it. However, it is equally important to understand how learners actively receive, engage with, and implement feedback. This article reports a systematic review of the research evidence pertaining to this issue. Through an analysis of 195 outputs published between 1985 and early 2014, we id...