The concepts of student motivation and student engagement have emerged from related but distinct fields of study. Contemporary scholars suggest that student engagement is shaped by various sociocultural, contextual, and personal factors (including motivation), and that it serves as a pathway to various positive student outcomes (e.g., academic achievement, well-being). Given its significance, there is growing global interest among researchers, policymakers, and practitioners (teachers, interventionists, parents) in understanding how engagement can be promoted in schools, at home, or in other settings. That said, much of the research on student engagement has been conducted in WEIRD (Western, Educated, Industrialized, Rich and Democratic) contexts, leaving us with limited knowledge about generalizability of extant student engagement models on students from non-WEIRD backgrounds.
To address this gap, we invited experts in various areas of student engagement to critically examine their theoretical and empirical works through a sociocultural lens and consider the implications for future research and practice. Contributors of this volume have offered novel models for understanding how sociocultural contexts and backgrounds (e.g., ethnicity, socioeconomic status, immigrant status, relationships) and socioculturally learned attributes (e.g., cultural beliefs, values, and practices) shape student engagement in different settings (e.g., online, classroom, out-of-school time programs). Additionally, they provided insights on practical and methodological issues that both researchers and practitioners should be mindful of. This volume highlights the need to critically consider both the cultural specificity and universality of student engagement processes and discusses ways to promote engagement across diverse sociocultural contexts and student populations.
This volume highlights the need to critically consider both the cultural specificity and universality of student engagement processes and discusses ways to promote engagement across diverse sociocultural contexts and student populations.
Chapter
1. Sociocultural Perspectives on Student Engagement: Recent
Advances and New Insights; Gregory Arief D. Liem, Jennifer A. Fredricks, and,
Zi Yang Wong
Chapter
2. How Do Macrosystem Forces Shape the Development of Student
Motivation and Engagement? Stratified Niches, Proximal Processes, and
Exosystem Entry Points; Ellen A. Skinner and Thomas A. Kindermann
Chapter
3. From Research to Practice: Applying the Development-in-
Sociocultural-Context Model of Student Engagement; Ming-Te Wang, Christina L.
Scanlon, and James P. Huguley
Chapter
4. School Dropout Process From a Sociocultural Lens: A Life-Course
Engagement-Resilience Model for Immigrant- Background Students; Isabelle
Archambault, Véronique Dupéré, Sophie Pascal, Kristel Tardif-Grenier, and
Michel Janosz
Chapter
5. The Academic and Cultural Demands-Resources (ACD-R) Framework: A
Lens for Understanding and Supporting Immigrant Students Academic
Development; Andrew J. Martin, Rebecca J. Collie, and Jeremy Pan
Chapter
6. The Study Demands-Resources Model of Student Engagement and
Burnout: The Role of Personal and Contextual Factors; Katja Upadyaya and
Katariina Salmela-Aro
Chapter
7. Cracking the Engagement Enigma: Decoding the Multifaceted
Sociocultural Influences on Student Engagement in Digital Learning; Nina
Bergdahl, Melissa Bond, and Alice Brown
Chapter
8. Sociocultural Influences on Flow in Schools; David J. Shernoff and
Janine Bempechat
Chapter
9. Sociocultural Forces That Encourage and Restrict Students Agentic
Engagement; Hyungshim Jang and Johnmarshall Reeve
Chapter
10. Mapping Belonging: A Sociocultural and Socioecological Approach
Within Educational Contexts; Kelly-Ann Allen, Margaret L. Kern, Geetanjali
Basarkod, Ebony Melzak, Rhea Jain, and Christopher Boyle
Chapter
11. Student Momentary Engagement in the Life Course: A Sociocultural
Developmental Perspective; Jennifer E. Symonds, Benjamin M. Torsney, Ioannis
Katsantonis, Natassa Kyriakopoulou, and Jonathan Smith
Chapter
12. Parent Socialization of Student Engagement: The Role of Culture,
Ethnicity, and Socioeconomic Status; Jennifer A. Fredricks
Chapter
13. Teacher Influences on Student Engagement: Integrating the
Classic, the Current, and the Cultural; Gregory Arief D. Liem
Chapter
14. Types of Peers and Sociocultural Contexts Matter: The Influence
of Peers on Student Engagement in Learning Activities; Zi Yang Wong
Chapter
15. Critical Racial Third Spaces: Attending to Racialized Realities
to Honor Student Engagement; Crystal J. Charity, Rolonda L. Payne, Rossina
Zamora Liu, and Claudia L. Galindo
Chapter
16. A Stridently Situative Approach to Inclusive Engagement and
Assessment; Daniel T. Hickey, Charmian Lam, and Qianxu (Morgan) Luo
Chapter
17. Moving Beyond the School Day: Sociocultural Considerations for
Out-of-School Engagement; Ashlee L. Sjogren and Nancy L. Deutsch
Chapter
18. Cross-Cultural Measurement of Student Engagement: The
Psychometric Properties of the Student Engagement Instrument (SEI); Amy L.
Reschly and James J. Appleton
Chapter
19. What Have We Learned About Culture and Engagement and Where Do We
Go From Here? A Commentary; Jennifer A. Fredricks, Gregory Arief D. Liem, and
Zi Yang Wong
Gregory Arief D. Liem is an Associate Professor in the Department of Psychology and Child and Human Development, at the National Institute of Education, Nanyang Technological University, Singapore.
Jennifer A. Fredricks is a professor of Psychology at Union College, USA, where she previously served as the Dean of Academic Departments and Programs.
Zi Yang Wong is a Research Fellow from the Psychology and Child and Human Development Department, National Institute of Education, Nanyang Technological University, Singapore.
