Research Article

Student engagement with school: Critical conceptual and methodological issues of the construct

  1. James J. Appleton1,*,
  2. Sandra L. Christenson2,
  3. Michael J. Furlong3

Article first published online: 3 APR 2008

DOI: 10.1002/pits.20303

Issue

Psychology in the Schools

Psychology in the Schools

Volume 45, Issue 5, pages 369–386, May 2008

Additional Information

How to Cite

Appleton, J. J., Christenson, S. L. and Furlong, M. J. (2008), Student engagement with school: Critical conceptual and methodological issues of the construct. Psychol. Schs., 45: 369–386. doi: 10.1002/pits.20303

Author Information

  1. 1

    Gwinnett County Public Schools, Georgia

  2. 2

    University of Minnesota

  3. 3

    University of California Santa Barbara

*Research and Evaluation, Division of Academic Support, Gwinnett County Public Schools, Instructional Support Center, Suite 2.240, 437 Old Peachtree Road NW, Suwanee, GA 30024-2978

Publication History

  1. Issue published online: 3 APR 2008
  2. Article first published online: 3 APR 2008

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Abstract

Research supports the connection between engagement, achievement, and school behavior across levels of economic and social advantage and disadvantage. Despite increasing interest and scientific findings, a number of interrelated conceptual and methodological issues must be addressed to advance this construct, particularly for designing data-supported interventions that promote school completion and enhanced educational outcomes for all students. Of particular concern is the need to (a) develop consensus on the name of the construct, (b) identify reliable measures of the dimensions of the construct, and (c) complete the construct validation studies needed to move research and intervention forward. © 2008 Wiley Periodicals, Inc.

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