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ERIC Number: EJ1052986
Record Type: Journal
Publication Date: 2015
Pages: 11
Abstractor: As Provided
Reference Count: 35
ISSN: ISSN-0046-1520
Defining and Measuring Engagement and Learning in Science: Conceptual, Theoretical, Methodological, and Analytical Issues
Azevedo, Roger
Educational Psychologist, v50 n1 p84-94 2015
Engagement is one of the most widely misused and overgeneralized constructs found in the educational, learning, instructional, and psychological sciences. The articles in this special issue represent a wide range of traditions and highlight several key conceptual, theoretical, methodological, and analytical issues related to defining and measuring engagement. All the approaches exemplified by the contributors show different ways of conceptualizing and measuring engagement and demonstrate the strengths and weaknesses of each method to significantly augment our current understanding of engagement. Despite the numerous issues raised by the authors of this special issue and in my commentary, I argue that focusing on process data will lead to advances in models, theory, methods, analytical techniques, and ultimately instructional recommendations for learning contexts that effectively engage students.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Science Foundation; Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes