Framing student engagement in higher education
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Date
2013-06-01
Open Access Location
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
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Abstract
Student engagement is widely recognised as an important influence on achievement and learning in higher education and as such is being widely theorised and researched. This article firstly reviews and critiques the four dominant research perspectives on student engagement: the behavioural perspective, which foregrounds student behaviour and institutional practice; the psychological perspective, which clearly defines engagement as an individual psycho-social process; the socio-cultural perspective, which highlights the critical role of the socio-political context; and, finally, the holistic perspective, which takes a broader view of engagement. Key problems are identified, in particular poor definitions and a lack of distinction between the state of engagement, factors that influence student engagement, and the immediate and longer term consequences of engagement. The second part of the article presents a conceptual framework that overcomes these problems, incorporating valuable elements from each of the perspectives, to enable a better shared understanding of student engagement to frame future research and improve student outcomes. © 2013 Copyright Society for Research into Higher Education.
Description
This is an Accepted Manuscript of an article published by Taylor & Francis in Studies in Higher Education on 2011, available online: https://www.tandfonline.com/doi/full/10.1080/03075079.2011.598505
Keywords
Social Sciences, Education & Educational Research, EDUCATION & EDUCATIONAL RESEARCH, student engagement, critique, sociocultural perspectives, theoretical framework, teaching and learning, SCHOOL, PERCEPTIONS, OUTCOMES, ACHIEVEMENT, MOTIVATION, 1ST-YEAR, VALIDITY, SUCCESS, DROPOUT, NSSE
Citation
STUDIES IN HIGHER EDUCATION, 2013, 38 (5), pp. 758 - 773 (16)