Student Engagement in Adolescence: A Scoping Review of Longitudinal Studies 2010–2020

2021/05/15 by Katariina Salmela‐Aro, Xin Tang, Jennifer Symonds +1 · 2 citations
Psychology · Social Sciences · #Child and Adolescent Psychosocial and Emotional Development #Early Childhood Education and Development #Youth Development and Social Support

paper · doi:10.1111/jora.12619

openalex publication_date 2021/05/15 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/30

Abstract

We systematically mapped and analyzed the longitudinal research on adolescent student engagement published during 2010-2020. A total of 104 studies of 104,304 adolescents met inclusion criteria. Studies were mainly conducted in North America (43%) or Europe (34%). Over half studied engagement across one or more years. Most studies (93%) focused on antecedents of engagement rather than outcomes of engagement (38%). Data were commonly collected using self-report questionnaires (87%) and analyzed using path, growth, and cross-lagged models. Studies mainly examined engagement in classroom activities, school, or schoolwork; and focused on behavioral engagement (70%), followed by emotional (61%), then cognitive engagement (35%). No studies used a specific theory of engagement development, but instead referred to self-determination, ecological systems, and stage-environment fit theories.

Citations

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Related

• School Engagement: Potential of the Concept, State of the Evidence
• Adolescent Behavioral, Emotional, and Cognitive Engagement Trajectories in School and Their Differential Relations to Educational Success
• Longitudinal and Contextual Associations Between Teacher–Student Relationships and Student Engagement
• Development of School Engagement in Association With Academic Success and Well-Being in Varying Social Contexts
• Trajectories of school engagement during adolescence: Implications for grades, depression, delinquency, and substance use.