Wang Qian
Faculty of Information, Yunnan Normal University, Kunming, China.
Front Psychol. 2025 Jan 15;15:1428668. doi: 10.3389/fpsyg.2024.1428668. eCollection 2024.
In recent, the topic of student engagement has received a great deal of academic attention. However, there are numerous definitions of student engagement. Will this lead to inaccuracies and ambiguities in future definitions of student engagement? Therefore, it is important to have a common understanding of student engagement. In this paper, I present three definitions of student engagement that have the potential to be widely accepted. Additionally, in order to study student engagement in more depth, it is crucial to focus factors that influence student engagement. In this paper, 30 articles from three databases, Google Scholar, Taylor & Francis Online, and SAGE, were screened for data analysis based on the inclusion criteria. Three influences were extracted from the included articles, namely student self-control, teacher empathy, and learning environment, which were analyzed as possible indirect influences. An interesting finding is that the learning environment may act as a direct influence. Meanwhile, in order to improve student engagement, this paper draws on Schneider and Ingram's categorization of policy tools, e.g., authority, incentive, and capacity tools, then formulates a causal model of the influences on student engagement, as well as provides a number of interventions, and finally offers some insights.
近年来，学生参与度这一话题受到了学术界的广泛关注。然而，对于学生参与度有众多不同的定义。这是否会导致未来学生参与度定义出现不准确和模糊不清的情况呢？因此，对学生参与度达成共识很重要。在本文中，我提出了三种有可能被广泛接受的学生参与度定义。此外，为了更深入地研究学生参与度，关注影响学生参与度的因素至关重要。本文根据纳入标准，从谷歌学术、泰勒与弗朗西斯在线以及SAGE这三个数据库中筛选了30篇文章进行数据分析。从纳入的文章中提取了三个影响因素，即学生自我控制、教师同理心和学习环境，并将其作为可能的间接影响因素进行分析。一个有趣的发现是，学习环境可能会产生直接影响。同时，为了提高学生参与度，本文借鉴了施耐德和英格拉姆对政策工具的分类，如权威工具、激励工具和能力工具，进而构建了一个关于影响学生参与度的因果模型，提供了一些干预措施，并最终给出了一些见解。
