What is student engagement?
Encouraging student engagement is essential in higher education. It can transform simple actions like participating in class or enjoying a course into deep, meaningful commitment. Engagement could be the key to reducing student apathy and facilitating deeper learning. On the flip side, a lack of engagement can lead to negative outcomes for the student, their peers, and you as an educator. But what exactly is student engagement?
“Student engagement is the energy and effort that students employ within their learning community, observable via any number of behavioural, cognitive or affective indicators across a continuum. It is shaped by a range of structural and internal influences, including the complex interplay of relationships, learning activities and the learning environment. The more students are engaged and empowered within their learning community, the more likely they are to channel that energy back into their learning, leading to a range of short- and long-term outcomes, that can likewise further fuel engagement.” (Bond et al., 2020).
Bowden and colleagues (2021) found that student engagement is linked to traditional success factors like increased retention, lifelong learning, perseverance, and work-readiness. It also connects to personal growth, inclusion and belonging, and student well-being. They propose that student engagement is multidimensional, including social, cognitive, emotional, and behavioural investments in their educational environment.
Dimensions of Student Engagement
Understanding the four dimensions of student engagement can help you enhance your educational practices. These dimensions can motivate students’ striving, persistence, and retention within academic contexts.
Behavioural engagement refers to visible academic behaviours and active participation in classroom activities. This includes attendance, effort to stay on task, perseverance, and resilience when faced with challenging tasks. It also involves how students interact with their classmates during group work—whether they actively participate or let others do the work.
Emotional engagement deals with students’ feelings of interest, boredom, excitement, and anxiety in the classroom. Do your students feel safe and connected with teachers and peers? Do they care about the material? This can be shown through emotions like happiness, pride, enthusiasm, and curiosity.
Social engagement refers to the connections students form with their peers and university staff. It generates feelings of inclusivity, belonging, purpose, and connection to the university. In the classroom, social engagement is demonstrated by cooperation, active listening, and a balanced teacher-student power structure.
Cognitive engagement involves the mental effort students put into learning. It includes their willingness to listen, interact, concentrate, and participate in classroom activities for the purpose of learning. Cognitive engagement is reflected in students paying attention, being interested in the material, and actively planning and organising their academic work. Engaged students understand the value of academic work and use effective strategies during tasks.
Enhancing Student Engagement
Given its multifaceted nature, student engagement is closely linked with motivation. To enhance motivation, Self-Determination Theory states that three basic psychological needs should be met: autonomy, competence, and relatedness. Fredericks et al. (2004) describe these same needs as factors that foster student engagement.
While there is no single answer on how to achieve student engagement, understanding its different components—behavioural, emotional, social, and cognitive—can significantly impact your students’ learning experiences and promote deeper learning. |
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Now that you know what student engagement is, the next step is to apply these principles in your teaching practice. For more tips on how to increase student engagement, visit our How to increase student engagement page.
- Bond, M., Buntins, K., Bedenlier, S., Zawacki-Richter, O., & Kerres, M. (2020). Mapping research in student engagement and educational technology in higher education: A systematic evidence map. International Journal of Educational Technology in Higher Education, 17(1), 1–30
- Bowden, J. L. H., Tickle, L., & Naumann, K. (2021). The four pillars of tertiary student engagement and success: a holistic measurement approach. Studies in Higher Education, 46(6), 1207-1224.
- Calonge, D. S., Shah, M. A., Connor, M., Hultberg, P., & Aguerrebere, P. M. (2024). Do graduate courses in a HyFlex mode foster emotional, cognitive and behavioral engagement? A consideration. Journal of Applied Learning and Teaching, 7(1).