Engagement in School and Out-of-School Contexts: A Multidimensional View of Engagement

2011/10/04 by Jennifer A. Fredricks
Social Sciences · #Diverse Education Studies and Reforms #Early Childhood Education and Development #Youth Development and Social Support

paper · doi:10.1080/00405841.2011.607401

crossref issued 2011/10/04 · crossref published 2011/10/04 · crossref published-print 2011/10/04 · openalex publication_date 2011/10/04 · crossref published-online 2011/10/17 · crossref created 2011/10/17 · crossref deposited 2024/04/13 · openalex created_date 2025/10/10 · crossref indexed 2026/08/01 · openalex updated_date 2026/08/02

Abstract

This article presents a multidimensional model of engagement (i.e., behavioral, emotional, cognitive) across school and organized out-of-school contexts (i.e., extracurricular activities, community organizations, and after-school programs). First, I describe the reasons why it is important to examine engagement in both school and organized out-of-school contexts. Next, an outline of the different ways involvement in organized out-of-school activities may relate to school is given. Finally, I present a conceptual model that outlines the contextual factors that are related to higher engagement in both school and out-of-school settings. The impact of teacher support, peer relationships, structure, and task characteristics on engagement are outlined. Practical examples of ways teachers can increase engagement in each area are given.

Citations

• Leisure activities and adolescent antisocial behavior: The role of structure and social context
• Developing Students' Appreciation for What Is Taught in School
• Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year.
• School Engagement: Potential of the Concept, State of the Evidence
• Is extracurricular participation associated with beneficial outcomes? Concurrent and longitudinal relations.