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

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...

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Bibliographic Details
Published inJournal of research on adolescence Vol. 31; no. 2; pp. 256 - 272
Main Authors Salmela‐Aro, Katariina, Tang, Xin, Symonds, Jennifer, Upadyaya, Katja
Format Journal Article
LanguageEnglish
Published United States Wiley Subscription Services, Inc 01.06.2021
Subjects
Adolescence
Adolescent
Adolescent Behavior
Adolescents
Classrooms
Humans
Longitudinal Studies
Schools
scoping review
student engagement
Student participation
Students
Surveys and Questionnaires
student engagement
adolescents
longitudinal studies
scoping review
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ISSN1050-8392
1532-7795
1532-7795
DOI10.1111/jora.12619

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Summary: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.
Bibliography:The study has been supported by the Academy of Finland Grants 308351 (Bridging the Gaps) and 336138, which were awarded to Katariina Salmela‐Aro. KSA, XT, and KU have been supported by Business Finland, AI in learning project.
The authors report no conflict of interests.
All four authors made equal contribution to the manuscript, thus they should be considered joint first author.
The authors thank the great comments and assistants by Filomena Parada on this manuscript.
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ISSN:1050-8392
1532-7795
1532-7795
DOI:10.1111/jora.12619