Abstract
This article discusses the school engagement literature and offers a conceptual framework with the intention of developing a common terminology to more efficiently organize research and practice. Three distinct perspectives are outlined in relation to school engagement: psychological, educational, and developmental. Four main contexts of school-based engagement are identified, including the student, peers, classroom, and the school environment. Although some researchers have focused on students at risk for negative developmental outcomes, the proposed model postulates that all youth benefit from school engagement. Overall, the intent of this new framework is to support efforts to promote positive student outcomes, increase psychosocial competence and efficacy, and promote life-long learning.
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Work on this manuscript was supported by a grant from the Don and Marilyn Gevirtz GGSE Funds for Excellence Initiative.
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Furlong, M.J., Whipple, A.D., St. Jean, G. et al. Multiple Contexts of School Engagement: Moving Toward a Unifying Framework for Educational Research and Practice. Contemp School Psychol 8, 99–113 (2003). https://doi.org/10.1007/BF03340899
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DOI: https://doi.org/10.1007/BF03340899