Comprehensive Literature Review on Student Engagement Strategies

This literature review explores the multifaceted concept of student engagement, emphasizing its critical role in academic achievement and motivation. It delves into various strategies for fostering student engagement, particularly focusing on middle-age students. The review highlights the impact ...Read More

Running Head: LITRATURE REVIEW ON STUDENT ENGAGEMENT
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LITRATURE REVIEW ON STUDENT ENGAGEMENT
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System04121
8/22/2019

LITRATURE REVIEW ON STUDENT ENGAGEMENT
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Introduction
According to (Sitwat and David, 2011) Motivation and engagement in the literature is seen as
a very significant and enchased learning for the outcome of the students. Motivation is one of
the main elements for the engagement of students and their learning process. The student
engagement is important because a good level of engagement mind lead to high academic
achievements. Student engagement understands the issues and complexity of the engagement
beyond the factors of cognition, behaviour, emotion and effect and with this it help the
encompassing the historical situated individual with their contextual variable. Following are
the some of the ways in which the students can be motivated in order to increase their
engagement. This is a literature review which discussed about how the middle age students
can be motivated towards better engagement in the class room.
According to (Zyngier, 2012), The middle age students nowadays are inspired and motivated
by various different forms of technology, due to growing up in the digital landscape. In
today’s world most of the students use technology on a daily basis which includes the things
such as texting, social networking and other things such as web surfing. This type of
technology makes them feel useful and very extremely enjoyable. And thus the students
would be happy to use this technology at school as well. If their learning environment mirrors
in the way they engage with the world then this thing will motivate them to excel in their
education.
According to (Brunvand and Byrd, 2011). The classroom environment use and integrate the
process of digital learning such as the books with audios, have been found to support the
positive changes in the academic performance and the test scores. The usage of mobile
devices has the potential to increase the learning process and mainly when in relation with the

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writing. Another digital tool that can facilitate and motivate the student engagement are the
use of Voice threads in the classroom, computer lab or even at home. In order to hold all the
students to high standards and to provide clear expectations for success in the student
learning and that could be done technology and blended learning
According to (Zyngier, 2012), the next thing is goal setting; the student motivation; self-
regulation and achievement in the setting of academics are supported by the method of goal
setting. The goal setting process of the students can be divided into 3 steps which are setting
the realistic goals, developing action plan and reflecting on the process of meeting the goal.
All these things help in the motivation of the students
According to (Orth, Robbins and Widaman, 2012).The next is relationship; the teachers play
a very significant and important role in the motivation and engagement of the
student’s .When the teachers practice positive bonds with the students, classrooms convert
supportive spaces in which the students can engage in the academically and socially creative
ways. Students who have positive relationships with their teachers use them as a safe base
from which they can discover the classroom and school setting both socially and
academically, in order to take on the academic challenges, and work on social-emotional
development. This includes relationships among peers 25 and developing self-esteem and
self-concept. By these safe relations, students study about socially suitable behaviors as well
as academic prospects and in what way to achieve the A conceivable motive for the
connotation between academic improvement and positive teacher-student relationships is
students’ motivation and wish to learn. Students who perceive their connection with their
tutor as positive, warm, and close are motivated to be more affianced in school and to
progress their academic achievement found that a students’ motivation to learn is compressed
positively by having a kind and supportive relationship with a teacher.

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(Junco, 2012). Motivation is diligently linked to the students’ insights of teacher prospects.
Students who observe that their teachers have high prospects of their academic achievement
are more motivated and they try more to meet those expectations and perform better
academically than their peers who intellect low expectations from their teachers. Due to the
impact of expectations on motivation, expectations can be a significant factor on a student’s
academic achievement.
According to (Orth, Robbins, and Widaman, 2012).Students with high self-esteem are more
likely to recognize their potential value and set advanced goals. Students with high self-
esteem are more likely to have positive relationships with peers as well as with adults The
support of positive teacher-student relationships for self-esteem and related social outcomes
affects students during schooling as well as in their upcoming educational and occupational
outcomes (Orth, Robbins, & Widaman, 2012).
Motivation is advanced when students’ have a sense that they fit within the school
community. When students believed they fit within the school community, they demonstrated
higher levels of academic motivation than those students who did not feel they fit found that a
strong positive relationship happens between students’ mindfulness that they communicate or
belong in their school community and their academic engagement.
According to (Axelson, and Flick, 2010) Additionally, Maslow believed that physiological
and safety needs must be met before a individual can observe that they belong. Educational
leaders must recover their efforts to endorse motivation and engagement through positive
relations. While much of the motivation is inherent to the student, teachers play a vigorous
role and can be active in humanizing student engagement. Increased student engagement and
motivation is crucial to academic and behavioural success.

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According to Romano, Papa, and Saulle students do not deliberate the effect of the entire
goal-setting journey, most only centre on attainment to the end point. As teachers and
facilitators, it is significant to emphasize the growth and replication that can and will occur.
The act of setting, developing, and realizing goals can have a positive influence on students.
According to (Sasson, 2015) By setting goals, students can make developments in their
academic presentation, motivation to attain, and their self-confidence. Goals provide students
with something specific to strive for. Goals can be highly motivating and lead to skill
improvements once students have developed 19 some competence. Academic performance
can be definitely affected by a work idea of undertaking sub skills and identifying deficits.
Sasson (2015) also suggests that the act of goal setting needs a student to believe in him or
herself enough to presume they can follow through and meet the knowledge target.
According to Bray and McClaskey (2015), if an individual don’t trust in themselves and think
that they cannot do something, it is difficult to get motivated. This sureness or self-efficacy
supports a growth mind-set. When students own, are motivated by, and are accountable for
their own learning, they often discover the determination of the learning. By setting goals and
gauging their achievements, students are able to see what they have done and what they are
capable of achieving. Seeing their results gives the sureness and declaration that they need to
trust they can attain higher goals. The student goal setting could source negative penalties for
disappointing students if target goals are set too low (Williams, and Williams, 2011). They
also imply that setting a few goals could take away and slender the significance of all
learning chances. The achievement patterns can be shaped as a causal result of setting goals.
The consequences of goals also mean that learning surroundings can be built in conducts that
improve attainment. According to The State of Victoria (2013), the core procedure of
developing, monitoring, and self-reporting on personal goals includes conversations between

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the teacher and learner. These discussions should be exposed and a part of the culture that is
being built.
Conclusion
Lastly by concluding the literature review, Motivation and engagement to study has gained
research interest both for its effects on achievement and dropout rates. This will allow
motivating the students and having them take ownership of their learning. Progresses in
technology permit educators to put the education, goal setting, and development monitoring
into students’ hands. Learners are able to investigate about their own interests, and as
teachers it is important for them to harness this enthusiasm. Teachers now more than ever
are more exposed to collaboration and change as the necessity. As a nation it is important to
get away from the traditional style of teaching. As educators one will have to push their limits
in order to reach every individual youth at their level of instructional need. Students can
develop a culture of ownership through personalized learning environments with voice,
choice, and positive relation with teachers and goal setting.

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REFRENCES
Axelson, R.D. and Flick, A., 2010. Defining student engagement. Change: The magazine of
higher learning, 43(1), pp.38-43.
Bray, B., & McClaskey, K. (2015). Learner voice and choice leads to engagement (online)
http://www.centerdigitaled.com/blog/learner-voice-and-choiceleads-to-engagement.html
(Acessed on 24/08/19)
Brunvand, S., and Byrd, S. (2011). Using Voice Thread to promote learning engagement and
success for all students. Teaching Exceptional Children, 43(4), 28-37
Junco, R., 2012. The relationship between frequency of Facebook use, participation in
Facebook activities, and student engagement. Computers & Education, 58(1), pp.162-171.
Orth, U., Robins, R. W., and Widaman, K. F. 2012. Life-span development of self-esteem
and its effects on important life outcomes. Journal of personality and social psychology,
102(6), 1271.
Sasson, D. 2015. Effective goal setting for students. (online)
http://teaching.monster.com/benefits/articles/9440-effective-goal-setting-for-students
(Acessed on 24/08/19)
Sitwat., S.1 and Zyngier, D. 2012. How Motivation Influences Student Engagement: A
Qualitative Case Study. Journal of Education and Learning. 1(2)
State of Victoria. (2013) Developing, monitoring and reporting on personal learning goals
(online). http://www.education.vic.gov.au/Documents/school/teachers/teachingresources/
social/per sonal/devperslearngoal.pdf (Acessed on 24/08/19)

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Williams, K. C., and Williams, C. C. (2011).Five key ingredients for improving student
motivation. Research in Higher Education Journal, 12(August). Retrieved from
http://www.aabri.comwww.aabri.com/manuscripts/11834.pd
Zepke, N. and Leach, L., 2010. Improving student engagement: Ten proposals for
action. Active learning in higher education, 11(3), pp.167-177.
Zyngier, D. 2012. Pygmalions, Galateans, and Golems: Why pre-service teacher beliefs about
children from diverse backgrounds (still) matters. International Journal on School
Disaffection 9 (1), 23-38