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Understanding student behavioral engagement: Importance of student interaction with peers and teachers

Author

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  • Tuan Dinh Nguyen
  • Marisa Cannata
  • Jason Miller

Abstract

Recent theoretical conceptualizations of student engagement have raised questions about how to measure student engagement and how engagement varies not only across schools, but also within school and within classrooms. The authors build on existing research on student behavioral engagement and extend this research to emphasize a continuum of disengagement, active engagement, and passive engagement. They review common approaches to measuring engagement and highlight areas where new theoretical conceptualizations of engagement require new approaches to measurement. The authors analyze how student behavioral engagement changed depending on the context and demonstrate the need of a finer scale of engagement. They find there was not a uniform association of higher behavioral engagement and student interaction with peers, but it was the interaction with other students and the teacher that was predictive of increased engagement. Their work suggests that disaggregating behavioral engagement into disengagement, active engagement, and passive engagement has important research and conceptual implications.

Suggested Citation

  • Tuan Dinh Nguyen & Marisa Cannata & Jason Miller, 2018. "Understanding student behavioral engagement: Importance of student interaction with peers and teachers," The Journal of Educational Research, Taylor & Francis Journals, vol. 111(2), pages 163-174, March.
    • Handle: RePEc:taf:vjerxx:v:111:y:2018:i:2:p:163-174
    DOI: 10.1080/00220671.2016.1220359
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    Citations

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    Cited by:

    1. Titilope Olufunke Olusola-Fadumiye & Odeyemi Aderemi, 2024. "Effectiveness of an Authentic-Based Multimedia Learning Environment on Students’ Engagement and Performance in South-West Nigerian Higher Institutions," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 8(2), pages 2536-2551, February.
    2. Ming Li & Yuting Chen & Linjie Zhang & Xuemei Wu & Changqin Huang, 2022. "Investigating Learners’ Engagement and Chinese Writing Learning Outcomes with Different Designs of SVVR-Based Activities," Sustainability, MDPI, vol. 14(8), pages 1-17, April.
    3. Waqas Khuram & Yanqing Wang & Mudassar Ali & Aisha Khalid & Heesup Han, 2023. "Impact of Supportive Supervisor on Doctoral Students’ Research Productivity: The Mediating Roles of Academic Engagement and Academic Psychological Capital," SAGE Open, , vol. 13(3), pages 21582440231, July.
    4. Zhe Dong & Haiyan Liu & Xinqi Zheng, 2021. "The influence of teacher-student proximity, teacher feedback, and near-seated peer groups on classroom engagement: An agent-based modeling approach," PLOS ONE, Public Library of Science, vol. 16(1), pages 1-19, January.
    5. Hui-Ling Wendy Pan, 2023. "Advancing Student Learning Power by Operating Classrooms as Learning Communities: Mediated Effects of Engagement Activities and Social Relations," Sustainability, MDPI, vol. 15(3), pages 1-13, January.
    6. Chithira Johnson & Rizwan Gitay & Khalifa Al Hazaa & Abdel-Salam G. Abdel-Salam & Radwa Ismail Mohamed & Ahmed BenSaid & Rusol Adil Naji Al-Tameemi & Michael H. Romanowski, 2022. "Causes of Undergraduate Students’ Underachievement in a Gulf Cooperation Council Country (GCC) University," SAGE Open, , vol. 12(3), pages 21582440221, September.
    7. Xiaoquan Pan, 2023. "Online Learning Environments, Learners’ Empowerment, and Learning Behavioral Engagement: The Mediating Role of Learning Motivation," SAGE Open, , vol. 13(4), pages 21582440231, October.

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