View in EDS

Student Engagement and Its Association with Academic Achievement and Subjective Well-Being: A Systematic Review and Meta-Analysis

Saved in:
Bibliographic Details
Title: Student Engagement and Its Association with Academic Achievement and Subjective Well-Being: A Systematic Review and Meta-Analysis
Language: English
Authors: Zi Yang Wong (ORCID 0000-0003-2755-5316), Gregory Arief D. Liem, Melvin Chan, Jesus Alfonso D. Datu
Source: Journal of Educational Psychology. 2024 116(1):48-75.
Availability: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Peer Reviewed: Y
Page Count: 28
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Secondary Education
Descriptors: Journal Articles, Elementary School Students, Secondary School Students, Academic Achievement, Learner Engagement, Affective Measures, Correlation, Behavioral Objectives, Cognitive Ability
DOI: 10.1037/edu0000833
ISSN: 0022-0663
1939-2176
Abstract: The purpose of this systematic review and meta-analysis is twofold: (a) to understand how the three key student engagement dimensions (i.e., affective, behavioral, and cognitive) have been conceptualized, operationalized, and measured by researchers in the field and (b) to examine the extent to which the construct, its dimensions, and subtypes are associated with academic achievement and subjective well-being (SWB). Effect sizes and other information (e.g., engagement measures) were retrieved from 137 studies involving 158,510 participants. The systematic review showed that the three engagement dimensions could be further distinguished into seven conceptually distinct engagement subtypes. Metaregression with robust variance estimation revealed that student engagement has a large average correlation with academic achievement (r = 0.33) and SWB (r = 0.35). Upon closer inspection, academic achievement has the strongest association with behavioral engagement (r = 0.39), followed by cognitive (r = 0.31) and affective (r = 0.26) engagement. SWB, in contrast, was most closely related to affective engagement (r = 0.40), followed by cognitive (r = 0.35) and behavioral (r = 0.31) engagement. Further analyses indicated that the magnitude of these effect sizes was moderated by the ways affective, behavioral, and cognitive engagement were operationalized in the primary studies, as well as other factors like the informant source of engagement and type of achievement measure used. While the present study showed that student engagement was positively associated with desirable student outcomes, it also illustrated how student engagement is, at the current point in time, overgeneralized and in dire need of conceptual refinement.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1407689
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1407689
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Student Engagement and Its Association with Academic Achievement and Subjective Well-Being: A Systematic Review and Meta-Analysis
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Zi+Yang+Wong%22">Zi Yang Wong</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2755-5316">0000-0003-2755-5316</externalLink>)<br /><searchLink fieldCode="AR" term="%22Gregory+Arief+D%2E+Liem%22">Gregory Arief D. Liem</searchLink><br /><searchLink fieldCode="AR" term="%22Melvin+Chan%22">Melvin Chan</searchLink><br /><searchLink fieldCode="AR" term="%22Jesus+Alfonso+D%2E+Datu%22">Jesus Alfonso D. Datu</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Educational+Psychology%22"><i>Journal of Educational Psychology</i></searchLink>. 2024 116(1):48-75.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 28
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2024
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Journal+Articles%22">Journal Articles</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Affective+Measures%22">Affective Measures</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Behavioral+Objectives%22">Behavioral Objectives</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Ability%22">Cognitive Ability</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1037/edu0000833
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0022-0663<br />1939-2176
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The purpose of this systematic review and meta-analysis is twofold: (a) to understand how the three key student engagement dimensions (i.e., affective, behavioral, and cognitive) have been conceptualized, operationalized, and measured by researchers in the field and (b) to examine the extent to which the construct, its dimensions, and subtypes are associated with academic achievement and subjective well-being (SWB). Effect sizes and other information (e.g., engagement measures) were retrieved from 137 studies involving 158,510 participants. The systematic review showed that the three engagement dimensions could be further distinguished into seven conceptually distinct engagement subtypes. Metaregression with robust variance estimation revealed that student engagement has a large average correlation with academic achievement (r = 0.33) and SWB (r = 0.35). Upon closer inspection, academic achievement has the strongest association with behavioral engagement (r = 0.39), followed by cognitive (r = 0.31) and affective (r = 0.26) engagement. SWB, in contrast, was most closely related to affective engagement (r = 0.40), followed by cognitive (r = 0.35) and behavioral (r = 0.31) engagement. Further analyses indicated that the magnitude of these effect sizes was moderated by the ways affective, behavioral, and cognitive engagement were operationalized in the primary studies, as well as other factors like the informant source of engagement and type of achievement measure used. While the present study showed that student engagement was positively associated with desirable student outcomes, it also illustrated how student engagement is, at the current point in time, overgeneralized and in dire need of conceptual refinement.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2024
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1407689
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1407689
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1037/edu0000833
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 28
        StartPage: 48
    Subjects:
      – SubjectFull: Journal Articles
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Secondary School Students
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: Affective Measures
        Type: general
      – SubjectFull: Correlation
        Type: general
      – SubjectFull: Behavioral Objectives
        Type: general
      – SubjectFull: Cognitive Ability
        Type: general
    Titles:
      – TitleFull: Student Engagement and Its Association with Academic Achievement and Subjective Well-Being: A Systematic Review and Meta-Analysis
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Zi Yang Wong
      – PersonEntity:
          Name:
            NameFull: Gregory Arief D. Liem
      – PersonEntity:
          Name:
            NameFull: Melvin Chan
      – PersonEntity:
          Name:
            NameFull: Jesus Alfonso D. Datu
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-print
              Value: 0022-0663
            – Type: issn-electronic
              Value: 1939-2176
          Numbering:
            – Type: volume
              Value: 116
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Journal of Educational Psychology
              Type: main
ResultId 1