Conclusion: Status of Student Engagement Interventions

The chapter “Engaging Adolescents in Secondary Schools,” from the volume School Mental Health Services for Adolescents, covers the topics of student engagement, connections between engagement/disengagement and mental health, and interventions to enhance engagement. Student engagement is a construct with wide appeal to scholars and practitioners who study and work with school-age youth. Engagement interventions have the potential to enhance students’ functioning across academic, behavioral, and social-emotional domains. Tables of student engagement interventions, organized by type (academic, behavioral, cognitive, affective) and level of intensity (universal, targeted), in accordance with response-to-intervention (RTI)/multi-tiered system of support (MTSS) service-delivery models, are included, along with general implementation recommendations.

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Understanding the Concept of Agentic Engagement

Colombian Applied Linguistics Journal ◽

10.14483/calj.v19n1.10472 ◽

2017 ◽

Vol 19 (1) ◽

pp. 117 ◽

Cited By ~ 6

Author(s):

Aida Montenegro

Keyword(s):

Student Engagement ◽

Student Teacher ◽

Learning Processes ◽

The Other ◽

Recent History ◽

Future Research ◽

Teacher Interaction ◽

Fourth Type ◽

Engagement Interventions

Bearing in mind that agentic engagement has a recent history in comparison to the other types of engagement (behavioural, emotional and cognitive), this paper will present a theoretical review of this concept, including the reasons it has been denominated as the fourth type of student engagement. Agentic engagement is understood as the observable classroom event in which the learner constructively contributes to his/her learning and the instruction he/she receives (Reeve, 2012). The revision of research and theory on agentic engagement included in this paper supports the idea that it provides a consistent researchable field. Future research contributions may focus on (1) the disaffected face of agentic engagement, its conceptualization and its effects (Reeve & Tseng, 2011; Reeve, 2013) and (2) the understanding (description, typology and analysis) of students’ self-initiated contributions (proactive actions) in the classroom (Waring, 2011) in order to identify which strategies may facilitate students’ learning processes, teacher’s agentic engagement interventions, and student-teacher interaction.

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