Table 1 Overview – cognitive, emotional... | Emerald Publishing

Table 1

Overview – cognitive, emotional and behavioral student engagement

Dimension	Facets	Definition
Cognitive engagement	mental efforts willingness concentration	… can be characterized as a psychological state in which students put in a lot of effort to truly understand a topic and in which students persist studying over a long period of time (Rotgans and Schmidt, 2011 p. 465) … involves the level of effort, willingness, and cognitive resources students invest to acquire the required knowledge and skills (Northey et al., 2015, p. 172) … … reflects a student’s level of concentration and mental focus given to their education experience (Conduit et al., 2016, p. 232)
	self-regulation goal setting taking on the learning task perceived learning relevance	… defined as the extent to which students are willing and able to take on the learning task at hand (Chiu, 2021, p. 2) … describes students’ self-regulation and perceived relevance and value of school and learning in relation to their goals and aspirations (Wong and Liem, 2022, p. 115) … refers to students’, goal setting, perception of relevance of learning, effort directed toward learning, and use of self-managed learning strategies (Pohl, 2020, p. 253)
	in-depth comprehension learning persistence	… keen interest in delving into and comprehending tasks (Chiu, 2021, p. 2) … persistence of learning activities over time (Rotgans and Schmidt, 2011, p. 465)
Emotional engagement	positive emotion affective reaction	… refers to students’ affective reactions in the classroom, including interest, boredom, happiness, sadness, and anxiety (Fredricks et al., 2004, p. 63) … reveals the level of positive emotion toward a focal engagement object and hence how students feel about their education experience (Conduit et al., 2016, p. 232)
	motivation	… consists of several mechanisms including motivation, commitment, and a sense of comfort and belonging (Northey et al., 2015, p. 172) … relates to positive reactions to the learning environment, peers and teachers, as well as their sense of belonging and interest (Bond and Bedenlier, 2019, p. 2)
	commitment sense of belonging attitude toward teachers and peers	…. Including enjoyment, support, belonging and attitudes towards teachers, peers, learning and school in general (Pietarinen et al., 2014, p. 40)
Behavioral engagement	task achievement positive conduct	… refers to the actions and practices that students direct toward school and learning (Wang et al., 2011, p. 466) … it includes positive conduct (e.g. attending class and completing schoolwork), involvement in learning and academic tasks (Wang et al., 2011, p. 466)
	active participation involvement in different activities social interaction	… to active, observable participation in learning activities as typified by exertion, time and persistence (Bråten et al., 2018, p. 682) … focuses on interactions for task achievement and has historically included measures of class participation, attendance, …., and task completion (Conduit et al., 2016, p. 232) … in social interaction to share knowledge and learn from more capable others (Ngoc Hoi, 2023, p. 9)
	Learning process control taking responsibility	… learning opportunities provide students with a degree of control over the learning process (Northey et al., 2015 p. 3) … take responsibility for working out what they need to know and where to find that knowledge (Montenegro, 2022, p. 137)

Dimension	Facets	Definition
Cognitive engagement	mental efforts willingness concentration	… can be characterized as a psychological state in which students put in a lot of effort to truly understand a topic and in which students persist studying over a long period of time (Rotgans and Schmidt, 2011 p. 465)… involves the level of effort, willingness, and cognitive resources students invest to acquire the required knowledge and skills (Northey et al., 2015, p. 172)… … reflects a student’s level of concentration and mental focus given to their education experience (Conduit et al., 2016, p. 232)
	self-regulation goal setting taking on the learning task perceived learning relevance	… defined as the extent to which students are willing and able to take on the learning task at hand (Chiu, 2021, p. 2)… describes students’ self-regulation and perceived relevance and value of school and learning in relation to their goals and aspirations (Wong and Liem, 2022, p. 115)… refers to students’, goal setting, perception of relevance of learning, effort directed toward learning, and use of self-managed learning strategies (Pohl, 2020, p. 253)
	in-depth comprehension learning persistence	… keen interest in delving into and comprehending tasks (Chiu, 2021, p. 2)… persistence of learning activities over time (Rotgans and Schmidt, 2011, p. 465)
Emotional engagement	positive emotion affective reaction	… refers to students’ affective reactions in the classroom, including interest, boredom, happiness, sadness, and anxiety (Fredricks et al., 2004, p. 63)… reveals the level of positive emotion toward a focal engagement object and hence how students feel about their education experience (Conduit et al., 2016, p. 232)
	motivation	… consists of several mechanisms including motivation, commitment, and a sense of comfort and belonging (Northey et al., 2015, p. 172)… relates to positive reactions to the learning environment, peers and teachers, as well as their sense of belonging and interest (Bond and Bedenlier, 2019, p. 2)
	commitment sense of belonging attitude toward teachers and peers	…. Including enjoyment, support, belonging and attitudes towards teachers, peers, learning and school in general (Pietarinen et al., 2014, p. 40)
Behavioral engagement	task achievement positive conduct	… refers to the actions and practices that students direct toward school and learning (Wang et al., 2011, p. 466)… it includes positive conduct (e.g. attending class and completing schoolwork), involvement in learning and academic tasks (Wang et al., 2011, p. 466)
	active participation involvement in different activities social interaction	… to active, observable participation in learning activities as typified by exertion, time and persistence (Bråten et al., 2018, p. 682)… focuses on interactions for task achievement and has historically included measures of class participation, attendance, …., and task completion (Conduit et al., 2016, p. 232)… in social interaction to share knowledge and learn from more capable others (Ngoc Hoi, 2023, p. 9)
	Learning process control taking responsibility	… learning opportunities provide students with a degree of control over the learning process (Northey et al., 2015 p. 3)… take responsibility for working out what they need to know and where to find that knowledge (Montenegro, 2022, p. 137)

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