Abstract

Student engagement, the degree to which students participate in and value school activities, may be an important feature of the authentic learning process. While there is an increasingly robust literature base that recognizes its importance, unequivocal evidence surrounding the interactional nature of the multidimensional construct remains elusive. The purpose of this article is to attempt to elucidate the importance of examining the construct of engagement, specifically, cognitive, behavioral, and emotional engagement in the school culture. The authors provide an integrative review of relevant research that highlights the existence of engagement among secondary students, the theoretical frameworks that describe and support its existence, and practices that encourage its development. Primary themes and summarizing points that support the engaged learner, as well as the importance of its role as an objective for best instructional and educational practices, are discussed.