General engagement measures focus on behavioral aspects, whereas academic-engagement measures more often include cognitive and emotional aspects¶

Claim · All claims
Evidence · 1 study · review r2 · q3
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Measures of general child engagement in ECEC concentrate on behavioral aspects, while most measures of engagement in academic activities also capture cognitive and emotional aspects. → Ritoša 2023

Evidence¶

Ritoša 2023¶

Ritoša, A., Åström, F., Björck, E., Borglund, L., Karlsson, E., McHugh, E., & Nylander, E. (2023). Measuring Children's Engagement in Early Childhood Education and Care Settings: A Scoping Literature Review. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09815-4

q3 · i? · review · r2

The review's synthesis of the 77 established measures' characteristics reports that "Measures of general child engagement in ECEC had a focus on behavioral aspects of engagement," whereas academic-activity measures more often included cognitive and emotional aspects. No effect size is printed.

"Measures of general child engagement in ECEC had a focus on behavioral aspects of engagement, whereas most measures with a focus on engagement in academic activities also included cognitive and emotional aspects."

Discussion¶

Related Claims¶

• In ECEC research, engagement is typically defined as behaviors and interactions with the environment while involvement is described as an internal experience — related
• The field uses 77 unique established engagement measures, yet more than one-third of studies rely on unestablished author-created measures — related