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It is widely treated as a flexible construct involving students’ actions, feelings, and thoughts, shaped by classroom context and teacher pedagogy. This mixed-methods study examines secondary teachers’ understandings of student engagement across behavioural, emotional, and cognitive dimensions, and compares them with observed classroom teaching practices and reported strategies, including possible links to school socio-economic context.",{"@graph":69,"@context":114},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/secondary-teachers-understandings-of-student-engagement-the-differences-between-understanding-and-practice/594270/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/secondary-teachers-understandings-of-student-engagement-the-differences-between-understanding-and-practice/594270.png","ImageObject",300,407,{"name":92,"@type":93},"Kurz","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108],{"name":109,"@type":110,"acceptedAnswer":111},"Why is student engagement considered important for educational outcomes?","Question",{"text":112,"@type":113},"Sustained behavioural, emotional, and cognitive engagement is linked to higher academic likelihood and achievement. The document also notes engagement as a predictor of positive educational outcomes.","Answer","https://schema.org",{"og:url":83,"og:type":116,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":118,"canonical":83},"index,follow",{"doc_id":120,"site_id":62},594270,1792165580,{"code":4,"msg":5,"data":123},{"doc_id":120,"user_id":124,"nickname":92,"user_avatar":125,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":126,"file_id":127,"file_url":128,"file_type":129,"file_size":130,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":131,"language":132,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":133,"faqs":134,"seo_title":135,"seo_description":67,"update_tm":136,"read_time":26},2336478945635,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Secondary Teachers’ Understandings of Student Engagement: The Differences between Understanding and Practice  \nMegan L. Kelly  \nIndependent Scholars Association of Australia,  \nTony Yeigh,  \nSue Hudson  \nSouthern Cross University  \nAbstract: Student engagement remains a topical aspect of learning and teaching as it influences student outcomes and learning  \nexperiences. It is generally accepted to be a malleable construct encompassing students’ actions, feelings and thoughts, all of which are influenced by the learning context and pedagogical choices made by the teacher. The aim of the current study was to investigate secondary teachers’ understandings ofstudent engagement in relation to three dimensions (behavioural, emotional and cognitive  \nengagement), and how these understandings align with actual teaching practice. The mixed methods study collected data from six secondary teachers using an online questionnaire, interviews, and classroom observations. It was found that some teachers hold views about student engagement that differ from the practices they implement in their classrooms. The qualitative data suggests that the engagement strategies some teachers implement in the classroom, or feel they can implement, may be influenced by the socio-economic  \ncontext of a school. Findings contribute novel insights to existing literature about secondary teachers’prioritisation ofstrategies, and implementation ofpractices, to foster student engagement in the  \nclassroom.  \nKeywords: student engagement; behavioural engagement; emotional engagement; cognitive engagement; teachers; pedagogy  \nIntroduction  \nStudent engagement, defined as having behavioural, emotional and cognitive dimensions, is a current and topical issue both nationally and internationally. Fredrick’s et al.(2004) engagement framework has prompted an extensive amount of research in this area to date and has expanded our understanding of the concept of student engagement in relation to these three dimensions substantially (Boekaerts, 2016) . When students sustain high levels of behavioural, emotional and cognitive engagement the likelihood of them achieving academically increases (Archambault et al., 2019) . Student engagement is considered a predictor of a range of positive educational outcomes and an antecedent to students’achievement and learning (Bae et al., 2020; Engels et al., 2021) . The Centre for Education Statistics and Evaluation (CESE) (2017) found that positively engaged secondary students can be ahead of their peers by up to six months in their learning. It is thus imperative that  \ninstitutions and schools develop a clear shared definition of student engagement to support clarity around the construct for educators and enable them to effectively implement teaching strategies that enhance engagement and learning in the classroom.  \nThere is still no widely accepted theory of engagement, and the concept of student engagement remains ambiguous, resulting in a lack of definitive guidelines for researchers and educators (Azevedo, 2015; Boekaerts, 2016; Moreira et al., 2020) . Without consensus on the construct's boundaries, researchers have relied on concepts from other theories to explore student engagement at a classroom level (Boekaerts, 2016; Fredricks et al., 2004) . This creates difficulties in achieving consistent definitions and measurements of student engagement as it draws from various fields such as Self-Determination Theory, motivation, and self-regulated learning (Fredricks, 2011) . As a result, although student engagement is typically described in terms of doing, thinking, and feeling, the differences between the dimensions can be \"quite subtle and... quite fuzzy\" (Eccles, 2016, p. 72) .  \nEven so, researchers widely agree that student engagement is a multifaceted or multidimensional construct (Boekaerts, 2016; Eccles, 2016; Fredricks et al., 2016), comprised of three dimensions: behavioural, emotional, and cognitive engagement. Fredrickset a","cbCair3wv4yx8VUQ","https://ap.wps.com/l/cbCair3wv4yx8VUQ","pdf",454501,24,"English","# Introduction\n## Student engagement as a multidimensional construct\n## Engagement framework and its measurement challenges\n## Dimensions of engagement and teacher influence","[{\"question\":\"Why is student engagement considered important for educational outcomes?\",\"answer\":\"Sustained behavioural, emotional, and cognitive engagement is linked to higher academic likelihood and achievement. The document also notes engagement as a predictor of positive educational outcomes.\"}]","Secondary Teachers’ Understandings of Student Engagement - The Differences between Understanding and Practice | PDF",1792078839]