Book chapter
Engagement Across Developmental Periods
Handbook of Research on Student Engagement, pp.45-63
Springer Nature
01/01/2012
DOI: 10.1007/978-1-4614-2018-7_3
Abstract
The goal of this chapter is to provide a cohesive developmental framework and foundation for which to understand student engagement across early childhood, middle childhood, and adolescence. Guided by the bioecological theory of human development and the person-environment fit perspective, this chapter extends Finn's participation-identification model of engagement by mapping student engagement within a larger developmental sequence. This chapter discusses student engagement within specific developmental periods that are tied to the developmental tasks, opportunities, and challenges unique to early childhood, middle childhood, and adolescence. Student engagement is found to be a nuanced developmental outcome, and the differences may be a result of the maturation of biological, cognitive, and socioemotional developmental tasks and the changing contextual landscape for the children and adolescents. Recommendations for future research as well as policy implications are also discussed.
Details
- Title: Subtitle
- Engagement Across Developmental Periods
- Creators
- Duhita Mahatmya - Century CollegeBrenda J. Lohman - Iowa State UniversityJennifer L. Matjasko - The University of Texas at AustinAmy Feldman Farb - Office of Adolescent Health
- Contributors
- Sandra L Christenson (Editor)Amy L Reschly (Editor)Cathy Wylie (Editor)
- Resource Type
- Book chapter
- Publication Details
- Handbook of Research on Student Engagement, pp.45-63
- Publisher
- Springer Nature; NEW YORK
- DOI
- 10.1007/978-1-4614-2018-7_3
- Number of pages
- 19
- Language
- English
- Date published
- 01/01/2012
- Academic Unit
- Education Administration; Psychological and Quantitative Foundations; Center for Social Science Innovation
- Record Identifier
- 9984765189302771
Metrics
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