School Engagement: A Systematic Review of Cognitive Factors and Theoretical Perspectives
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Objective: This study presents a systematic literature review of empirical research on school engagement published between 2014 and 2024, examining engagement-related factors, theoretical perspectives, and intervention approaches reported in recent studies.
Methods and Materials: The review followed the PRISMA guidelines. Literature searches were conducted in Scopus and Google Scholar, and studies were screened using predefined inclusion and exclusion criteria. Two reviewers independently performed the screening and data extraction procedures. Eighteen empirical studies met the inclusion criteria and were analyzed using a structured narrative–thematic synthesis. Study quality was assessed using simplified criteria based on research design, sample characteristics, and analytical rigor, although a formal risk-of-bias assessment was not conducted.
Findings: School engagement is generally conceptualized as a multidimensional construct comprising behavioral, emotional, and cognitive components. Across the reviewed studies, engagement was associated with both individual motivational factors—such as self-efficacy and intrinsic motivation—and contextual influences, including teacher support and classroom climate. The studies drew on diverse theoretical perspectives, most commonly Self-Determination Theory, Social Cognitive Theory, and multidimensional engagement frameworks. Only a small subset of studies examined interventions designed to enhance engagement, and these interventions varied substantially in design and outcomes, limiting the ability to make strong comparisons of their effectiveness.
Conclusion: Overall, the review highlights the diversity of empirical approaches to studying school engagement and suggests that engagement emerges from interactions between motivational processes and learning environments. Further longitudinal and experimental research is needed to understand better how engagement develops and can be supported across educational contexts.
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