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Jingle, Jangle, and Conceptual Haziness: Evolution and Future Directions of the Engagement Construct

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Handbook of Research on Student Engagement

Abstract

This chapter serves as an introduction to the history and study of student engagement. We describe the evolution of the construct of engagement and disciplinary differences in theories and use of the engagement construct. We highlight how our work on engagement, arising out of dropout intervention, has changed over the last decade. In addition, we delineate current issues in the study of engagement. The chapter ends with a discussion of future directions to advance the theoretical and applied use of student engagement to enhance outcomes for youth.

Authors’ Notes

1. The jingle/jangle distinction was used to describe personality psychology by Block (2000).

2. Conceptual haziness used to characterize the construct of engagement by Appleton et al. (2008).

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Authors and Affiliations

  1. Department of Educational Psychology & Instructional Technology, University of Georgia, 325N Aderhold Hall, Athens, GA, 30602, USA

    Amy L. Reschly

  2. Department of Educational Psychology, University of Minnesota, 250 Educational Sciences Building 56 East River Road, Minneapolis, MN, 55455, USA

    Sandra L. Christenson

Authors
  1. Amy L. Reschly
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  2. Sandra L. Christenson
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Correspondence to Amy L. Reschly .

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Editors and Affiliations

  1. Dept. Educational Psychology, University of Minnesota, E. River Road 56, Minneapolis, 55455, Minnesota, USA

    Sandra L. Christenson

  2. Dept. Educational Psychology &, Instructional Technology, University of Georgia, Aderhold Hall 325N, Athens, 30602, Georgia, USA

    Amy L. Reschly

  3. Educational Research, New Zealand Council for, Wellington, New Zealand

    Cathy Wylie

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Reschly, A.L., Christenson, S.L. (2012). Jingle, Jangle, and Conceptual Haziness: Evolution and Future Directions of the Engagement Construct. In: Christenson, S., Reschly, A., Wylie, C. (eds) Handbook of Research on Student Engagement. Springer, Boston, MA. https://doi.org/10.1007/978-1-4614-2018-7_1

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