ABSTRACT
Student engagement is considered one of the best predictors of learning. Broadly, engagement describes student willingness to participate in the learning process, with students differing in the intensity and emotional quality of such involvement. In several studies, confirmatory factor analyses of the four-factor Student Engagement Scale (SES) have demonstrated good model fit, cultivating content validity. The SES has also been associated with a variety of student variables: interest, positive emotions, negative emotions, need for cognition, emotional support, and emotion work. J. P. Mazer’s thorough cultivation of validity evidence for the SES might serve as a model for researchers seeking to develop new measures. Future researchers should continue exploring the mediating role of student engagement in the learning process. Researchers might consider how other interpersonal instructional perceptions contribute to and influence student engagement, as such behaviors have been connected to similar student outcomes.
