Um An overview of school engagement:a systematic review

An overview of school engagement: A systematic review

Authors

  • Lygia Vallo e Campos
  • Juliana Campos Schmitt Universidade Federal de Juiz de Fora
  • Francis Ricardo dos Reis Justi

DOI:

https://doi.org/10.21814/rpe.18145

Keywords:

Engajamento escolar, Envolvimento escolar, Escalas de engajamento

Abstract

The purpose of this study was to systematically review the publications on school engagement in the SciELO, PsycINFO and ERIC databases with the following descriptors: "school engagement" "engajamento escolar” and, "envolvimento escolar". It was selected the studies that met the inclusion criteria: (a) articles with the abovementioned descriptors in the title, abstract or in the keywords; (b) the studies published in the scientific article modality and (c) the studies published in the period from 2014 to 2018. As exclusion criteria: (a) articles focusing on other topics, (b) articles not fully available and (c) duplicates. There were 410 studies and 203 selected. Most studies are correlational and production on engagement is concentrated on the North America / Europe axis. The engagement was treated in most of the studies as a three-dimensional construct and 35 scales were found that evaluate engagement. Further experimental and quasi-experimental studies are necessary due to the importance of these for the evaluation and development of interventions that aim to improve school engagement and also studies that evaluate the relationship between school engagement and other variables pertinent to the school context.

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Author Biographies

Lygia Vallo e Campos

Mestranda no Programa de Pós-Graduação em Psicologia da Universidade Federal de Juiz de Fora, Especialista em Desenvolvimento Humano pela Universidade Federal de Juiz de Fora (2014) e Graduada em Pedagogia pela Universidade Salgado de Oliveira(2009). Membro do Grupo de Pesquisa Cognição e Linguagem da Universidade Federal de Juiz de Fora (Psicologia). Na área de Psicologia estuda engajamento escolar em crianças e instrumentos psicométricos (escalas).

Juliana Campos Schmitt, Universidade Federal de Juiz de Fora

Douoranda e mestre pelo Programa de Pós-Graduação em Psicologia da Universidade Federal de Juiz de Fora, graduanda em Pedagogia e licenciada em Letras, UFJF. 

 

Francis Ricardo dos Reis Justi

Possui graduação em Psicologia pela Universidade Federal de Juiz de Fora (2003), mestrado em Psicologia (área de concentração em Psicologia do Desenvolvimento Humano) pela Universidade Federal de Minas Gerais (2006) e doutorou-se em Psicologia (área de concentração em Psicologia Cognitiva) pela Universidade Federal de Pernambuco (2009). Atualmente é Professor Associado na Universidade Federal de Juiz de Fora e exerce a função de Coordenador do curso de Pós-graduação em Psicologia da Universidade Federal de Juiz de Fora. É Editor Associado da revista Psicologia em Pesquisa e tem experiência na área de Psicologia Cognitiva, atuando principalmente nos seguintes temas: reconhecimento visual de palavras, memória, linguagem (oral e escrita) e processos psicológicos básicos de uma forma geral.

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Published

2020-06-29

How to Cite

Campos, L. V. e, Schmitt, J. C., & Justi, F. R. dos R. (2020). Um An overview of school engagement:a systematic review: An overview of school engagement: A systematic review. Portuguese Journal of Education, 33(1), 221–246. https://doi.org/10.21814/rpe.18145

Issue

Vol. 33 No. 1 (2020)

Section

Artigos

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