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Numerous studies have explored internal factors such as cultural values and acquired knowledge accounting for how people engage with science. However, it remains unclear how external factors embedded in science texts relate to audience engagement. A content analysis of 298 text-based popular science news articles and their following 5852 reader comments was conducted in two Israeli audiences, science-minded and general readers, to explore how the accessibility strategies embedded in these articles relate to cognitive, affective, and behavioral engagement. Findings indicated similar patterns of relationship between accessibility strategies and engagement expressions for both audiences; however, the relationships were more pronounced for general readers compared to science-minded readers. Using jargon and a narrative writing style increased the odds of positive emotions in reader comments, whereas addressing socio-scientific issues increased the odds of cognitive expressions. These results may contribute to a fuller understanding of ways to drive meaningful public engagement.

This study developed and validated the Interpreting Learning Engagement Scale (ILES), which was designed to measure the engagement of students in the interpreting learning context. Recognizing the crucial role of learning engagement in academic success and the acquisition of interpreting skills, which demands considerable cognitive effort and active involvement, this research addresses the gap in empirical studies on engagement within the field of interpreting. The ILES, comprising 18 items across four dimensions (behavioral, emotional, cognitive, and agentic engagement), was validated with data collected from a cohort of 306 students from five universities in China. The study employed exploratory and confirmatory factor analyses to establish the scale's theoretical underpinnings and provided further reliability and validity evidence, demonstrating its adequate psychometric properties. Additionally, the scale's scores showed a significant correlation with grit, securing the external validity of the ILES. This study not only contributes a validated instrument for assessing student engagement in interpreting learning but also provides implications for promoting engagement through potential interventions, with the ultimate aim of achieving high levels of interpreting competence.

Background: The role of parent support for adolescents has been validated in online learning. However, less attention has been paid to undergraduates., Main Body: The research used self-reported questionnaires to investigate the mediating effects of self-regulation in parent autonomy support and academic engagement (cognitive, behavioral, and emotional dimensions) within the online environment in the context of Chinese culture., Objective: The present study recruited 1908 undergraduates in China., Methods: The students completed measures of parent autonomy support, self-regulation and three sub-dimensions of academic engagement., Results: The results indicated that parent autonomy support exerted a direct and significant effect on the three sub-dimensions of academic engagement in online learning. Self-regulation partially mediated the relations between parent autonomy support and three sub-dimensions of academic engagement., Conclusion: These findings showed parents should autonomously support students to promote their cognitive, behavioral, and emotional engagement. Moreover, the partial mediation explained how parent autonomy support affected three sub-dimensions of academic engagement. Limitations and educational implications were also discussed., Competing Interests: Declarations Ethics approval and consent to participate This study obtained ethical approval from the ethics committee of Shaoxing University. Consent for publication Not applicable. Competing interests The authors declare that they have no competing interests., (© 2024. The Author(s).)

Chat GPT technology plays a pivotal role in global educational innovation and the enhancement of the quality of teaching and learning. In the field of education research, numerous studies have been conducted to investigate the effectiveness of GPT technology, teacher acceptance, and student engagement in depth. To date, few studies have considered the compounding effects of these factors on teacher burnout from the perspectives of psychology and behavioral sciences in conjunction with the dichotomous and complex relationship between teachers and students. Consequently, based on the findings of previous scholars, this study constructed a cross-layer chain mediation model based on the SOR and EASI models. This model was used to explore how different motivators affect the alleviation of teacher burnout through psychological and behavioral mechanisms. The study involved 47 teachers and 506 students from 10 universities. The findings of the study indicated that (1) the direct effect of GPT integration degree on teacher burnout was not statistically significant, and (2) the classroom atmosphere played a pivotal mediating role in the relationship between GPT integration degree and teacher burnout. (3) The degree of GPT integration degree exerts an indirect and orderly negative influence on teacher burnout through behavioral engagement and classroom atmosphere. The objective of this study is to further enhance our comprehension of the utilization of GPT technology in education and to provide strategic recommendations for its advancement in educational practice., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2024 Chen, Chen, Ren, Li, Liu and Jiang.)

Objective: Digital health interventions (DHIs) hold promise for influencing health behaviors positively, but their widespread implementation and effectiveness remain limited. Engagement is crucial for DHI effectiveness, yet its conceptualization is debated. This qualitative study explores engagement from user and professional perspectives., Methods: Twenty self-proclaimed engaged health app users participated in semistructured interviews, and 13 professionals working with DHIs completed an online survey., Results: Interviews with health app users revealed three key components of their sense of engagement: behavioral, cognitive, and affective. Behavioral engagement includes routine, effortless, and dynamic usage; emphasizing the importance of the quality of fit between user and technology over frequency of use. Cognitive engagement encompasses the technology's utility as a tool for supporting behavior change, providing new insights, and enhancing motivation. Affective engagement involves enjoying progress, deriving pleasure from using the technology, and identifying with the technology. Notably, participants exhibited varying emphasis on these components. Professionals, in a parallel inquiry, agreed on the relevance of behavior, cognition, and affect in defining engagement. In their understanding, behavioral engagement is often associated with adherence and frequency of use, while cognitive engagement emphasizes understanding, motivation, and achieving cognitive outcomes. Affective engagement, although diverse, is recognized as a critical dimension. In addition, it was noticeable that users and professionals perceived microengagement (with the DHI) and macroengagement (with the target behavior) as interconnected., Conclusion: To conclude, this study contributes a nuanced understanding of the multifaceted nature of engagement, informing future measurement of the concept, DHI design, and implementation strategies for improved user experiences and outcomes., Competing Interests: The authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article., (© The Author(s) 2024.)

Nudging is a subtle behavioral intervention that has been successful in various domains such as healthy eating and energy conservation, yet its application in mental health remains underexplored. This study examines the effect of nudging to increase engagement with online mental health resources in a university setting. We assigned 2539 first-year undergraduate and graduate students in China to either a nudging group, which received course information augmented with behavioral cues (including framing effects and social norms), or a control group, which received only basic course information. Outcomes measured included self-reported willingness to enroll, willingness to recommend enrollment, and actual enrollment actions. Results indicated that students in the nudging group demonstrated significantly higher engagement levels than those in the control group across all metrics. These findings suggest the potential of nudging strategies to effectively enhance college students' participation in online mental health education., Competing Interests: Declaration of conflicting interestsThe authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

With the advent of positive psychology in the area of language education, more focus has been placed on the consequences of favorable teacher communication behaviors in language classes. Nonetheless, the function of language instructors' interpersonal behaviors in raising learners' engagement is somehow unknown. Furthermore, to the best of our knowledge, no research study has been carried out in Spanish language classes to explore the function of teacher communication behaviors in learners' engagement. To fill this lacuna, the current inquiry looked into the role of teachers' positive interpersonal factors in Chinese SFL learners' behavioral, cognitive, and emotional engagement. For this purpose, a random sample of 32 SFL learners was chosen to participate in our online interview sessions. The answers of SFL learners to the interview questions were thematically analyzed via MAXQDA software. The thematic analysis findings pointed to the value of teacher communication behaviors in improving SFL learners' engagement. The analysis outcomes also demonstrated the potential of 11 positive interpersonal behaviors (rapport, care, clarity, credibility, confirmation, immediacy, closeness, praise, feedback, respect, and stroke) in increasing Spanish language learners' academic engagement. The practical implications that may emerge from the present study's outcomes are finally discussed., Competing Interests: The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (© 2024 The Authors.)

Objective: The purpose of this review is to identify the impact of virtual reality (VR) technology on student engagement, specifically cognitive engagement, behavioral engagement, and affective engagement., Methods: A comprehensive search of databases such as Google, Scopus, and Elsevier was conducted to identify English-language articles related to VR and classroom engagement for the period from 2014 to 2023. After systematic screening, 33 articles were finally reviewed., Results: The use of VR in the classroom is expected to improve student engagement and learning outcomes, and is particularly effective for students with learning disabilities. However, introducing VR into middle school education poses several challenges, including difficulties in the education system to keep up with VR developments, increased demands on students' digital literacy, and insufficient proficiency of teachers in using VR., Conclusion: To effectively utilize VR to increase student engagement, we advocate for educational policymakers to provide training and technical support to teachers to ensure that they can fully master and integrate VR to increase student engagement and instructional effectiveness., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2024 Lin, Li, Yao, Yang and Zhang.)

This study investigated links of executive functioning to gains in school readiness skills and explored the mediating role of children's behavioral engagement in the PreK classroom. We collected direct assessments of executive functioning (EF) and observations of behavioral engagement for 767 children (mean age 52.63 months) from racially/ethnically diverse, low-income backgrounds three times over the PreK year. We also measured school readiness in the domains of language, literacy, and math using direct assessments and collected teacher-report measures of socialemotional-behavioral skills and approaches to learning. Our analyses addressed the following three research questions: 1) To what extent does children's EF predict school readiness skill gains during PreK? 2) To what extent does children's behavioral engagement in PreK classrooms predict school readiness skill gains? 3) To what extent does behavioral engagement mediate the relation of EF with school readiness skill gains? We observed that EF was positively related to gains in language, math, and approaches to learning. Regarding behavioral engagement, Negative Classroom Engagement was negatively related to gains in literacy, math, social-emotionalbehavioral skills, and approaches to learning while Positive Task Engagement was positively related to gains in approaches to learning. Negative Classroom Engagement significantly mediated the effects of EF on gains in the domains of literacy, socialemotional-behavioral skills, and approaches to learning. We describe implications of these findings for promoting children's ability to learn and thrive in PreK contexts with a focus on their engagement with teachers, peers, and learning activities., Competing Interests: Declaration of competing interest The authors have no conflicts of interest to declare.

Interventions involving simulated interactions aimed at mimicking real situations must be engaging to maximize their effectiveness. This study aimed to assess how a sample of middle school girls displayed behavioral and cognitive indicators of engagement when interacting with avatars representing game characters that were controlled by a human digital puppeteer. The simulation game, DRAMA-RAMA, is a component of an intervention intended to reduce at-risk girls' sexual and other risky behaviors. We used verbal/nonverbal behaviors and surveys to assess the game players' cognitive and behavioral involvement ( N = 131). Participants perceived the game scenarios and interactions as realistic and the characters as similar to people in real life. Participants' behavior indicated their involvement and interest in interacting with the game characters. Finally, participants tended to be appropriate but not effective when attempting to advise/support the characters. These findings have implications for assessing successful operationalization of communication designs in interactive virtual learning environments.

Despite that behavioral engagement is integral to mental health, surprisingly little is known about the relationship of psychosocial stress and behavioral engagement. The current study developed an observer-rated measure of behavioral engagement for lab-based stress inductions, then examined its relationship with stress-responsive biomarkers and affect. Young adults (N = 109, Mage=19.4, SDage=1.59, 57% female) completed one of three Trier Social Stress Test (TSST) conditions-non-stressful Control, Intermediate, or an Explicit Negative Evaluative-and at four timepoints provided self-reports of positive and negative affect and saliva samples for cortisol and salivary alpha-amylase (sAA). Trained study staff (experimenters and TSST judges) completed a programmed questionnaire measure of the novel behavioral engagement measure after the participants completed the TSST. Psychometric review and EFA of the behavioral engagement items resulted in a final 8-item measure with good interrater reliability and well-fitting 2-factor structure, capturing Persistence (4 items; loadings=.41-.89), and Quality of Speech (4 items; loadings=.53-.92). Results indicated that the relationship of positive affect growth and biomarker level to behavioral engagement varied substantially as a function of context: As negative evaluation level strengthened, behavioral engagement became more tightly associated with relative preservation of positive affect. For both cortisol and sAA, the relationship between biomarker levels (but not reactivity) and behavioral engagement varied significantly by condition, such that under milder conditions and elevated levels of biomarkers, engagement was greater, but under Explicit Negative Evaluation, and elevated levels of biomarkers, engagement was less, suggesting behavioral withdrawal. Findings reveal the critical role of context-especially negative evaluation-in the relationship of biomarkers with behavioral engagement., Competing Interests: Declaration of Competing Interest The authors Alessandra Grillo, Gail Corneau, and Suzanne Vrshek-Schallhorn have no known conflict of interests to disclose., (Copyright © 2023 Elsevier Ltd. All rights reserved.)

Research has proved learner engagement is a strong predictor of academic achievement, especially in the online learning environment. The lack of any reliable and valid instrument to measure this construct in the context of online education made the researchers of the current study develop and validate a potential measurement inventory to assess EFL learners' engagement in the online learning environment. For this purpose, a comprehensive review of the related literature and careful investigation of the existing instruments were carried out to find the theoretical constructs for learner engagement which led to the development of a 56-item Likert scale questionnaire. The newly developed questionnaire was piloted with 560 female and male EFL university students selected based on nonprobability convenience sampling. The results of the factor analysis indicated the reduction of items to 48 loaded on three main components, namely behavioral engagement (15 items), emotional engagement (16 items), and cognitive engagement (17 items). The results also revealed that the newly developed questionnaire enjoyed a reliability index of 0.925. The findings of the current study will undoubtedly help teaching practitioners assess EFL learners' engagement in the online learning context and make principled decisions when it comes to learners' engagement., (© The Author(s), under exclusive licence to Springer-Verlag GmbH Germany, part of Springer Nature 2023, Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.)

Recent studies have evaluated the use of social media as learning aids in tertiary education. Emerging research in this area has focused primarily on non-quantitative approaches to student social media engagement. However, quantitative engagement outcomes may be extracted from student posts, comments, likes, and views. The goal of the present review was to provide a research-informed taxonomy of quantitative and behavior-based metrics of student social media engagement. We selected 75 empirical studies comprising a pooled sample of 11,605 tertiary education students. Included studies used social media for educational purposes and reported student social media engagement outcomes (source databases: PsycInfo and ERIC). We used independent raters and stringent interrater agreement and data extraction processes to mitigate bias during the screening of references. Over half of the studies (52%, n  = 39) utilized ad hoc interviews and surveys to estimate student social media engagement, whereas thirty-three studies (44%) used some form of quantitative analysis of engagement. Based on this literature, we present a selection of count-based, time-based, and text-analysis metrics. The proposed taxonomy of engagement metrics resulting provides the methodological basis for the analysis of social media behavior in educational settings, particularly, for human operant and behavioral education studies. Implications for future research are discussed., Supplementary Information: The online version contains supplementary material available at 10.1007/s10864-023-09516-6., Competing Interests: Conflict of interestThis study was conducted in partial fulfillment of the requirements of the degree of Doctor in Psychology of Dr. Aida Tarifa-Rodriguez at the Universidad Autónoma de Madrid (Spain). The authors have no relevant financial or non-financial interests to disclose., (© The Author(s) 2023.)

WeChat is a highly popular social media in China and many other Asian countries, but little is known about its effectiveness in facilitating international students' academic and social functioning. Hence, the present study aimed to examine causal or reciprocal relationships among WeChat usage intensity, behavioral engagement in academic learning (BE-academic) and in local social activities (BE-social), and academic and social adjustment. To this end, we employed a three-wave longitudinal design among international students in China with data collected at three times (i.e., Time 1 data collected in December of 2020, Time 2 data collected in March of 2021, and Time 3 data collected in June of 2021). Results based on the cross-lagged panel analyses indicated that in academic domains, WeChat usage intensity positively predicted longitudinal changes in BE-academic and academic adjustment positively predicted longitudinal changes in WeChat usage intensity across Time 1 and Time 3. In social domains, WeChat usage intensity positively predicted longitudinal changes in BE-social and social adjustment, and BE-social positively predicted longitudinal changes in social adjustment from Time 1 to Time 2. Additionally, the reverse effects of social adjustment on WeChat usage intensity were revealed across Time 1 and Time 3., Competing Interests: Conflict of interestThe authors declare no competing interests., (© The Author(s), under exclusive licence to Springer Nature B.V. 2023, Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.)

The ability to measure students' engagement in an educational setting may facilitate timely intervention in both the learning and the teaching process in a variety of classroom settings. In this paper, a real-time automatic student engagement measure is proposed through investigating two of the main components of engagement: the behavioral engagement and the emotional engagement. A biometric sensor network (BSN) consisting of web cameras, a wall-mounted camera and a high-performance computing machine was designed to capture students' head poses, eye gaze, body movements, and facial emotions. These low-level features are used to train an AI-based model to estimate the behavioral and emotional engagement in the class environment. A set of experiments was conducted to compare the proposed technology with the state-of-the-art frameworks. The proposed framework shows better accuracy in estimating both behavioral and emotional engagement. In addition, it offers superior flexibility to work in any educational environment. Further, this approach allows a quantitative comparison of teaching methods.

Given the spread of the COVID-19 pandemic, online classes have received special attention worldwide. Since teachers have a lasting effect on the students, the teacher-student relationship is a pivotal factor in language learning classes. Students will not be engaged in class activities if they are not sufficiently challenged by them or if they do not find them interesting, especially in online classes. From this point of view, motivating, engaging, and testing techniques in online classes are highly important. The present study attempts to demonstrate a correlation between structured feedback and three types of engagement in an online class: cognitive, behavioral, and emotional engagement. The structured feedback, which is used at the end of each lesson lets the students express what they know, what they want to know, and what they learned. The sample of the study consists of 114 EFL third-year college students. The study's findings reveal positive and significant correlations between the three types of engagement; cognitive, behavioral, and emotional, and the use of structured feedback in online classes. In a nutshell, some academic implications and recommendations are provided., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2023 Al-Obaydi, Shakki, Tawafak, Pikhart and Ugla.)

Referring to the theory of planned behavior (TPB), this study intends to investigate the impact of students' mathematical attitude determinants (i.e., attitude, subjective norms, and perceived behavioral control) on intentions, behavioral engagement, and mathematical performance. The data collected online in China's context and the research hypotheses are developed and then tested through structural equation modeling. It is found that attitude and subjective norms have effects, directly or indirectly, on intentions, behavioral engagement, and mathematical performance. In addition, the intentions have a significant effect on behavioral engagement, and behavioral engagement does likewise on mathematical performance. It has also been accepted that perceived behavioral control is not directly related to intentions but largely to behavior and indirectly to mathematical performance through behavior alone. In conclusion, this study's findings will contribute to the current literature on mathematical performance and will also inform the policymakers of the proposal on students' mathematics belief and attitude interventions as a means to improving students' mathematical performance., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2022 Wang, Peng and Song.)

With tourism short video platforms' increasingly fierce competition, retaining existing users and improving engagement has taken on greater theoretical and practical significance. Based on the self-system model of motivational development, this study, involving an empirical analysis of 252 user data samples, establishes a research model to determine how the use contexts affect users' psychological process and finally lead to behavioral engagement. In particular, four use contexts of tourism short video platforms are proposed-namely, information acquisition, leisure and entertainment, attention obtainment, and social interaction. Different use contexts differ in the degree to which they satisfy users' three psychological needs, thus influence their attitudinal engagement and behavioral engagement. The research results can provide theoretical and practical references on how to improve user engagement toward tourism short video platforms., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2022 Qu, Wang, Zhang and Wang.)

Debate on violent games and their effect on aggressive behavior remains inconclusive. This study aims to study the predicting role of cognitive, affective, and behavioral engagement states in violent videogames on aggressive behavior, which remains nebulous to date. We visited gaming zones and administered the study survey to collect data from violent videogame users. We collected 208 valid responses that were further analyzed. The present study used SmartPLS (3.3.3) software to perform partial least squares structural equation modeling (PLS-SEM) analysis in two stages. In the first stage, the measurement model assessment reported that cognitive, affective, behavioral, and aggressive behavior proved to be reliable reflective-formative composite constructs. Whereas, the second phase illustrated that cognitive engagement in violent videogames fails to impact aggressive behavior. The other two engagement states (affective and behavioral) in violent games showed a positive impact on aggressive behavior. Our study contributes to aggressive behavior literature by understanding how violent videogame engagement states impact aggressive behavior, which is crucial to recognize aggression so that steps can be taken toward addressing it. This study also contributes methodologically by utilizing the hierarchical component model (HCM) approach to estimate, specify, and validate the hierarchical structure of higher-order constructs (i.e., consumer violent videogame engagement dimensions (cognitive, affective, and behavioral) and aggressive behavior) as reflective-formative composite models., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2022 Abbasi, Rehman, Hussain, Ting, Hlavacs and Qummar.)

In today's competitive environment, higher education needs to find an effective way to convey its brand to prospective students. Given that the "digital native" (Gen Z) is becoming college aged, social media marketing has become an essential approach to engage with them. However, blasting out recruiting content on its social feeds just isn't working. By developing the higher education adjusted SMMA, structural equation modeling was adopted to figure out its effects on higher education brand equity and prospective student behavioral engagement, quantitatively. 356 3rd grade high school students in Indonesia were employed to assess the structural model. According to the findings of this study, SMMA has a considerable influence on brand equity and behavioral engagement, and brand equity has a noteworthy effect on behavioral engagement. Moreover, brand equity was found as a statistically meaningful mediator in the relationship between SMMA and behavioral engagement. The outcome advised the higher education need to organize its social in fun and interactive ways by leveraging higher education's SMMA as a pillar or benchmark on arranging social media posts and content. Yet, the content and posts should still need prioritize institution awareness and the good image of a higher education. The theoretical and managerial implication were discussed further., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2022 Ruangkanjanases, Sivarak, Wibowo and Chen.)

This study investigated developmental trajectories of observationally coded engagement across the early elementary years and whether these trajectories were associated with children's academic achievement. Furthermore, we evaluated if these relations varied as a function of children's family socio-economic status and early reading and math skills. Data were collected from 301 children who were studied from kindergarten (M age  = 65.74 months; 49% boys) to 2nd grade. Children's behavioral engagement was observed in kindergarten, 1st, and 2nd grade. Reading and math skills were assessed via standardized tests in kindergarten and 2nd grade. Growth mixture models identified two classes of behavioral engagement: most children (87.0%) displayed relatively high behavioral engagement in the fall of kindergarten and decreased significantly across time (referred to below as high-decreasing class), and other children (13.0%) exhibited moderate behavioral engagement in the fall of kindergarten that was stable across time (referred to below as moderate-stable class). After controlling for academic skills in kindergarten and demographic variables (i.e., child age, sex, ethnicity, and family socio-economic status), children in the high-decreasing class displayed higher reading skills, but not math skills, than children in the moderate-stable class. Additional analyses revealed that differences in reading skills between the two classes were present only for children from low socio-economic status families or for children low in kindergarten reading skills. The findings suggest that economically or academically at-risk students might benefit more than their peers from high behavioral engagement., Competing Interests: Declaration of Competing Interest None., (Copyright © 2022 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.)

Alcohol use disorder (AUD) is related to excessive binge alcohol consumption, and there is considerable interest in associated factors that promote intake. AUD has many behavioral facets that enhance inflexibility toward alcohol consumption, including impulsivity, motivation, and attention. Thus, it is important to understand how these factors might promote responding for alcohol and can change after protracted alcohol intake. Previous studies have explored such behavioral factors using responding for sugar in the 5-Choice Serial Reaction Time Task (5-CSRTT), which allows careful separation of impulsivity, attention, and motivation. Importantly, our studies uniquely focus on using alcohol as the reward throughout training and testing sessions, which is critical for beginning to answer central questions relating to behavioral engagement for alcohol. Alcohol preference and consumption in male C57BL/6 mice were determined from the first 9 sessions of 2-h alcohol drinking which were interspersed among 5-CSRTT training. Interestingly, alcohol preference but not consumption level significantly predicted 5-CSRTT responding for alcohol. In contrast, responding for strawberry milk was not related to alcohol preference. Moreover, high-preference (HP) mice made more correct alcohol-directed responses than low-preference (LP) during the first half of each session and had more longer reward latencies in the second half, with no differences when performing for strawberry milk, suggesting that HP motivation for alcohol may reflect "front-loading." Mice were then exposed to an Intermittent Access to alcohol paradigm and retested in 5-CSRTT. While both HP and LP mice increased 5-CSRTT responding for alcohol, but not strawberry milk, LP performance rose to HP levels, with a greater change in correct and premature responding in LP versus HP. Overall, this study provides three significant findings: (1) alcohol was a suitable reward in the 5-CSRTT, allowing dissection of impulsivity, attention, and motivation in relation to alcohol drinking, (2) alcohol preference was a more sensitive indicator of mouse 5-CSRTT performance than consumption, and (3) intermittent alcohol drinking promoted behavioral engagement with alcohol, especially for individuals with less initial engagement., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2022 Starski, Maulucci, Mead and Hopf.)

Background: The last decade has seen a considerable increase in the number of mobile health (mHealth) apps in everyday life. These mHealth apps have the potential to significantly improve the well-being of chronically ill patients. However, behavioral engagement with mHealth apps remains low., Objective: The aim of this study was to describe the behavioral engagement of chronically ill patients with mHealth apps by investigating (1) how it is affected by social factors (ie, physician recommendation) and app-related factors (ie, app integration) and (2) how it affects patient well-being. This study also considers the moderating effect of attachment to traditional health care and the mobile app experience among patients., Methods: We carried out a scenario-based survey study of chronically ill patients (N=521). A Bayesian structural equation modeling with mediation and moderation analysis was conducted in MPlus., Results: Both physician recommendations for mHealth app use and app integration have positive effects on the behavioral engagement of chronically ill patients with mHealth apps. Higher behavioral engagement positively affects the hedonic well-being (extent of pleasure) and the eudaemonic well-being (extent of self-efficacy) of chronically ill patients. Mobile app experience, however, positively moderates the relationship between app integration and behavioral engagement, whereas patient attachment to traditional care does not moderate the relationship between physician recommendation and behavioral engagement. Taken together, the proportion of variance explained (R²) equals 21% for behavioral engagement and 52.8% and 62.2% for hedonic and eudaemonic well-being, respectively, thereby providing support for the strong influence of app integration and physician recommendation via the mediation of the patients' behavioral engagement on both patients' hedonic and eudaemonic well-being., Conclusions: Physician recommendation and app integration enable behavioral engagement and promote well-being among chronically ill patients. It is thus important to take social and app-related factors into consideration during and after the development of mHealth apps., (©Freek Van Baelen, Melissa De Regge, Bart Larivière, Katrien Verleye, Sam Schelfout, Kristof Eeckloo. Originally published in JMIR mHealth and uHealth (https://mhealth.jmir.org), 26.08.2022.)

The study aims to analyze behavioral intentions influenced by customer engagement, experience, and identification moderated by competitive choices in the granite sector of Pakistan. The study has been carried out through primary data analysis of cross-sectional approach in the transition to a sustainable economy. In total, 400 questionnaires were distributed, for which only 216 were filled and usable with a response rate of 54%-collected data from the production managers and units. In contrast, missed mine holders and labor analyzed the data in SPSS and AMOS to run various tests, i.e., reliability, correlation analysis, regression, moderation regression, and confirmatory factor analysis. The study findings indicate a positive and significant relationship and effect among the variables. The reviews might contain some biases. Therefore, this study recommended adopting a probability sampling technique for future studies. The study results in a positive manner indicating customer service involvement as a significant factor in behavioral intention despite competitive options., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2022 Ahmed, Zada, Zhang, Sidiki, Contreras-Barraza, Vega-Muñoz and Salazar-Sepúlveda.)

In connection with the situation with COVID-19 almost all universities in the world were transferred to e-learning format, therefore new factors started to influence academic engagement and performance. Psychological security is one of these factors. Many researches have studied the importance of psychological security level among students, some of them proposed the methodology of assessing the indicator. Nevertheless, there are few studies that demonstrate the relationship between psychological security level of students and their academic engagement and performance. The aim of the current study is to close this scientific gap. For the assessment the Trustworthiness Factors survey, Academic Engagement Scale and academic performance results were used. A total of 351 students aged between 19 and 21 (M = 19.57, SD = 0.59), mainly female (57%), were integrated in the sample. Online surveys were conducted to reveal the level of students' psychological security, their academic engagement and performance in the process of e-learning and analyze the associations between these variables. The female students analyzed showed higher levels of psychological security, and especially in the communication of own ideas in webinar rooms. The same tendency was found in the levels of academic engagement and performance. The findings obtained by using the linear regression analysis technique indicated that psychological security predicted academic performance positively. In contrast to earlier studies, student safety is considered not only as an aspect of personal data security, but more as a psychological one. It was possible to conclude that the influence of psychological security on students' engagement and academic performance is particularly visible in the online educational environment., (© The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2022.)

Research has shown that students differ in their abilities to evaluate the credibility of online texts, and, in general, many perform poorly on online evaluation tasks. This study extended current knowledge by examining students' abilities to justify the credibility of online texts from different perspectives, thus providing a more nuanced understanding of students' credibility evaluation ability. We examined how upper secondary school students (N = 73; aged 16 to 17) evaluated author expertise, author intention, the publication venue, and the quality of evidence when reading four texts about the effects of sugar consumption in a web-based environment. Additionally, we examined how students' prior topic knowledge, Internet-specific justification beliefs, and time on task were associated with their credibility justifications. Students evaluated author expertise, author intention, the venue, and the quality of evidence for each text on a six-point scale and provided written justifications for their evaluations. While students' credibility evaluations were quite accurate, their credibility justifications lacked sophistication. Inter-individual differences were considerable, however. Regression analysis revealed that time on task was a statistically significant unique predictor of students' credibility justifications. Instructional implications are discussed., Competing Interests: Conflict of interest:None., (© The Author(s) 2022.)

Students more than ever learn from online sources, such as digital texts or videos. Little research has compared processes and outcomes across these two mediums. Using a between-participants experimental design, this study investigated whether medium (texts vs. videos) and context (less authoritative vs. more authoritative), independently and in concert, affected students' engagement, integrated understanding, and calibration. The two mediums presented identical information on the topic of social media, which was distributed across two complementary texts in the text condition and across two complementary videos in the video condition. In the less authoritative context, the two information sources (texts or videos) were posted by a friend on Facebook; in the more authoritative context, the same information sources (texts or videos) were posted by a professor on Moodle. Results showed a main effect of medium on behavioral engagement in terms of processing time, as students used longer time watching the two videos than reading the two digital texts. No other main medium or context effects were statistically significant; nor were there any interaction effects of medium with context on any of the outcome variables. The findings are discussed in light of the alternative hypotheses that guided the study and the directions it suggests for future research., Supplementary Information: The online version contains supplementary material available at 10.1007/s11251-022-09591-8., (© The Author(s) 2022.)

Existing research on facilitators in K-12 schools has focused on supplemental online programs where on-site personnel work with online students in a local brick-and-mortar school. While some insightful research exists focused on online facilitators at full-time cyber schools, additional research is needed to examine facilitators using synchronous support. The purpose of this study was to determine whether and how the role of a facilitator in a full-time cyber school could help to address students' cognitive, behavioral, and affective engagement needs during the COVID-19 pandemic. We conducted qualitative interviews with two administrators and four advocates during Spring 2020, using the Academic Communities of Engagement Framework as a lens to understand the advocates' role. Findings confirmed the need for a facilitator role to support online student engagement. This type of research will provide insights to full-time cyber schools and will be insightful to those seeking to engage students during emergency remote learning., Competing Interests: Conflicts of Interests/Competing InterestsThe authors declare they have no financial interests. Author Dennis Beck currently serves as president of the school board for Arkansas Connections Academy, a full-time cyber school. He receives no compensation as member of the school board. Author Dennis Beck currently has two of his children enrolled in the school that was a participant in this research study. This study was performed in line with the principles of the Declaration of Helsinki. Approval was granted by the Ethics Committee of University of Arkansas (February 15, 2021/No. 2011296374). Informed consent was obtained from all individual participants included in the study., (© Association for Educational Communications & Technology 2022.)

Background and Objectives: Mealtime engagement is defined as verbal and nonverbal assistance provided by caregivers to guide and motivate care recipients in eating. Quality mealtime engagement is critical to improve mealtime difficulties and intake among older adults with dementia requiring eating assistance. Few tools are feasible and valid to measure mealtime engagement. This study developed and tested the Mealtime Engagement Scale (MES)., Research Design and Methods: Items were developed based on literature review and expert review and finalized based on content validity and corrected item-total correlation. A secondary analysis of 87 videotaped observations capturing 18 nursing home staff providing mealtime care to residents with dementia was conducted. Internal consistency, interrater reliability, and intrarater reliability were assessed. Concurrent and convergent validity were examined through correlation (rs) with the Relational Behavior Scale (RBS) and the Mealtime Relational Care Checklist (M-RCC), respectively., Results: The 18-item MES was developed with adequate content validity (Scale-content validity index [CVI] = 1.00; Scale-CVI/Average = 0.962-0.987). Each item is scored from 0 (never) to 3 (always). The total scale score ranges from 0 to 54. Higher scores indicate greater mealtime engagement. The MES had very good internal consistency (Cronbach's α = 0.837), outstanding interrater reliability (interclass correlation = 0.920), outstanding intrarater reliability (interclass correlation = 0.956), adequate concurrent validity based on strong correlation with the RBS (rs = 0.821, p < .001), and fair convergent validity based on weak correlation with the M-RCC (rs = 0.219, p = .042)., Discussion and Implications: Findings provide preliminary psychometric evidence of MES to measure mealtime engagement. Future testing is needed among more and diverse samples in different care settings to accumulate psychometric evidence., (© The Author(s) 2020. Published by Oxford University Press on behalf of The Gerontological Society of America. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.)

Background: Based on the control-value theory (CVT), learning strategies and academic emotions are closely related to learning achievement, and have been considered as important factors influencing student's learning satisfaction and learning performance in the online learning context. However, only a few studies have focused on the influence of learning strategies on academic emotions and the interaction of learning strategies with behavioral engagement and social interaction on learning satisfaction. Methods: The participants were 363 pre-service teachers in China, and we used structural equation modeling (SEM) to analyze the mediating and moderating effects of the data. Results: The main findings of the current study showed that learning strategies influence students' online learning satisfaction through academic emotions. The interaction between learning strategies and behavioral engagement was also an important factor influencing online learning satisfaction. Conclusions: We explored the internal mechanism and boundary conditions of how learning strategies influenced learning satisfaction to provide intellectual guarantee and theoretical support for the online teaching design and online learning platform. This study provides theoretical contributions to the CVT and practical value for massive open online courses (MOOCs), flipped classrooms and blended learning in the future., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2021 Wu, Jing, Gong, Mou and Li.)

This study aimed to map and characterize public engagement with science on YouTube. A two-part study was conducted. First, we collected and quantitatively analyzed trending videos on YouTube to evaluate the magnitude of public interaction with science content. Then, we assessed actual, rather than self-reports of, media interactions with science-related YouTube trending videos. We tested associations between behavioral engagement of viewing, liking, disliking or commenting, and emotional and cognitive engagement. Our findings affirm that science content attracts high public interest and that emotional and cognitive engagement with science on social media are distinct, but interrelated. We show that regardless of the valence of emotional engagement, emotion is linked to greater behavioral engagement of posting comments and to greater cognitive engagement of argumentative deliberation. Therefore, our findings suggest that social media interactions, which tend to evoke emotional responses, are a promising means of advancing person-to-person engagement with science.

Teachers' behaviors can affect students' engagement in the Physical Education (PE) setting. According to self-determination theory, teachers can rely on either a need-supportive or a controlling teaching behavior, and these behaviors will differently affect students' outcomes. The main objective of this research was to analyse how teaching behaviors and some contextual variables influence students' engagement in PE classes. The present study adds to the existing literature through an observation-based design in which real-life examples of need-supportive and thwarting teaching behaviors, as well as students' engagement behaviors, have been identified. Thirty-seven different PE lessons were coded for 5-min intervals to assess the occurrence of 36 teaching behaviors and five students' behaviors. Stepwise regression revealed that both structure during activity and relatedness support could predict student engagement in a positive way. Surprisingly, cold teaching also emerged as a direct predictor in the last step of the analysis. On the other hand, controlling and structure before activity behaviors inversely predicted students' engagement. These four variables explained 39% of the variance in student engagement, whereas autonomy support did not correlate with student engagement. These new findings in the field not only confirm the known relevance of teaching behavior for students' outcomes but also suggest an unexpected lack of influence of autonomy support on students' engagement as well as an association between cold teaching and students' engagement. Results are discussed in the light of new approaches, and some practical implications are provided.

Two linked studies explored whether students' perceptions differentiate between teachers' autonomy support and control when presenting mastery goals, and the outcomes of these two practices, in terms of students' internalization of mastery goals and their behavioral engagement. In two phases, Study 1 ( N = 317) sought to validate a new instrument assessing students' perceptions of teachers' autonomy support and control when presenting mastery goals. Study 2 ( N = 1,331) demonstrated that at both within- and between-classroom levels, perceptions of teachers' autonomy support for mastery goals were related to students' mastery goals' endorsement and behavioral engagement. These relations were mediated by students' autonomous reasons to pursue learning activities. Perceptions of teachers' control predicted disengagement through controlled reasons for learning, but only at the within-classroom level. This research joins a growing body of work demonstrating that combining achievement goal theory with SDT can further our understanding of the underpinnings of achievement motivation. It suggests that if teachers want their students to endorse mastery goals (and be more engaged), they need to use more autonomy supportive practices and less controlling ones., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2021 Benita and Matos.)

The current study aimed to analyze the relationships between students' background variables (students' academic preparation and sociocultural status), students' cognitive and behavioral engagement, and an outcome variable (academic achievement). One sample of 380 first-year students who were studying in different scientific areas participated in the study. Students answered a questionnaire at the beginning and at the end of their first semester in college. To increase ecological validity, students' cognitive and behavioral engagement and academic achievement were assessed using a specific curricular subject of the course as a reference. Students' grades were collected through academic services. Data from both time points were analyzed with a structural equation model (SEM), and data showed a goodness of fit of SEM in both time points. Findings indicate that cognitive and behavioral engagement mediated the relationship between students' background variables and their academic achievement. The analysis of both SEM allows us to understand that academic achievement at the end of the semester is closely related to what happens at the beginning of the semester (e.g., approach to learning, study time). Thus, promoting students' engagement at the beginning of the semester should be considered a priority, as the first part of the first semester represents a critical period for students and for their integration in college. Thus, universities should consider improving their mechanisms of collecting information to allow for early identification, support, and monitoring of students at risk of dropping out, showing high level of disengagement and low academic achievement., (Copyright © 2019 Ribeiro, Rosário, Núñez, Gaeta and Fuentes.)

The current study examined several indicators of students' academic and emotional adjustment during the transition from primary (i.e., grade 6) to secondary school (i.e., grades 7 and 9). Specifically, the study investigated how students' engagement, achievement, and burnout, as well as student-teacher conflict, evolve together over time. A total of 356 adolescents (57.3% boys) filled out questionnaires about their burnout and their behavioral and cognitive engagement. Students' achievement was measured using standardized test scores. Conflict in the teacher-student relationship was assessed using teacher ratings. Cross-lagged models revealed bi-directional associations between behavioral and cognitive engagement. More teacher conflict related to less behavioral engagement, whereas higher achievement predicted more cognitive engagement one and two school years later. The results underscore that, despite the interrelatedness of behavioral and cognitive engagement during the transition from primary to secondary school, both show unique contextual and personal correlates., (Copyright © 2019 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.)

The interest of assigning homework is frequently discussed due to its alleged low impact on student achievement. One of the current lines of research is to emphasize the quality of student homework engagement rather than the amount of time spent on homework. The aim of this study was to determine (a) the extent to which students' prior achievement affects their homework engagement (i.e., time spent, time management, and amount of teacher-assigned homework done), and (b) how students' intrinsic motivation toward homework may mediate or moderate the relationship between prior achievement and the homework engagement variables. A large sample of students from the first 4 years of Secondary Education ( N = 1899) completed questionnaires. The results showed that intrinsic motivation partially mediates, but does not moderate, the effect of prior achievement on the three variables related to homework engagement (time spent, time management, and amount of teacher-assigned homework done). These results highlight the importance of considering both students' current level of achievement and their motivation toward homework engagement when assigning homework.

Currently, the concept of engagement is crucial in the field of learning and school achievement. It is a multidimensional concept (e.g., behavioral, emotional, and cognitive dimensions) that has been widely used as a theoretical framework to explain the processes of school engagement and dropout. However, this conceptual framework has been scarcely used in the field of homework. The aim of the present study was to analyze the role of intrinsic motivation, perceived homework utility, and personal homework attitude as precursors of student homework engagement (behavioral engagement) and, at the same time, how such engagement is the precursor of academic achievement. Seven hundred and thirty students of Compulsory Secondary Education (CSE) (7th to 10th grade) from fourteen schools northern Spain participated. A structural equation model was elaborated on which intrinsic motivation, perceived utility and attitude were observed variables, and student engagement (time spent on homework, time management, and amount of teacher-assigned homework done) and academic achievement (Mathematics, Spanish Language, English Language, and Social Science) were latent variables. The results reveal that (i) intrinsic motivation is a powerful precursor of student behavioral engagement (also perceived utility and attitude, although to a lesser extent), and (ii) academic achievement is closely linked to the level of student engagement, qualifying the results of many of the previous studies conducted from a task-centered perspective (as opposed to a person-centered perspective).

The benefits of homework on student learning and academic achievement, to a large extent, depend on the degree of student engagement. Motivational engagement (my intention or why I do the homework), cognitive engagement (how I get involved in homework), and behavioral engagement (how much homework I do, how much time I devote to it, how I manage that time) are key aspects that condition the quality of the process of doing homework, learning, and academic achievement. Prior academic achievement is one of the variables that seems to be positively related to student engagement (both due its motivational component and to the training to do homework). The main purpose of this work was to study in detail this relationship in students of the last stage of Primary Education ( N = 516). The results showed that (i) as achievement levels rise, the use of a shallow focus to doing homework decreases (and the use of a deep approach increases); (ii) there is also a progressive increase in the amount of homework done and in the management of the time dedicated to homework. On another hand, as in previous research, (iii) no relationship was observed between the levels of prior achievement and the amount of time spent doing homework.

Using a person-centered approach, this study identified profiles of students exhibiting behavior and social adjustment problems in school. We conducted Latent Profile Analysis to identify these subgroups in a sample of 582 fifth and sixth graders. We found four profiles among girls-well-adjusted girls (66.10%); girls displaying externalizing behaviors and student-teacher conflict (4.75%); girls exhibiting internalizing behaviors and isolation from peers (10.17%); and girls with student-teacher nonclose interactions and nonprosocial behaviors toward peers (18.98%). We found three profiles among boys-well-adjusted boys (78.05%); boys displaying externalizing behaviors and student-teacher conflict (10.10%); and boys with externalizing, internalizing, and social problems with peers and teachers (11.85%). Next, we investigated longitudinal associations between these profiles and student behavioral engagement and academic achievement. Path analysis revealed that, compared to students with a well-adjusted profile, having a non-adjusted profile was associated with negative changes in teacher-reported behavioral engagement. Girls with an Externalizing Problem/Student-teacher Conflict profile or an Internalizing Problems/Peer Isolation profile also showed negative changes throughout the school year in their self-reported behavioral engagement and in academic achievement. We discussed these results and their practical implications in light of existing literature., (Copyright © 2018. Published by Elsevier Ltd.)

Research in education and developmental psychology indicates that behavioral engagement in learning is a critical predictor of children's academic success. In an effort to improve academic achievement, school administrators are continually in search of methods to increase behavioral engagement. Previous research has indicated that classroom-based physical activity (PA) lessons have a positive impact on academic achievement. However, little research has been done in assessing the impact of such interventions on the behavioral engagement of students with learning behavior difficulties. This study assesses the impact of classroom-based PA on teacher-rated classroom behaviors of students with identified learning behavior difficulties. Two schools (one intervention, one control) participating in a larger, cluster-randomized trial provided scores on a teacher-administered classroom behavior scale. This scale was used to collect information on 15 characteristics identified as being essential to behavioral engagement. Participants included male and female students in second and third grade classrooms who were identified by their classroom teacher and school counselor as having difficulties with learning behaviors. Mixed linear modeling for repeated measures was used to examine the changes over time in the classroom behavior scores. The intervention group showed significant improvement over time in classroom behavior while the control group showed no change or a slight degradation over time (i.e., group × time interaction, F [2132] = 4.52, p  = 0.01). Schools must meet the diverse needs of students today, including those who exhibit less than optimal learning behaviors. Combined with the evidence that PA is linked to several health and cognitive-behavior benefits, providing classroom-based PA that is incorporated within the curriculum provides common ground for all students to participate. It is a potential solution to increasing behavioral engagement, and in turn stimulating and enhancing learning., Competing Interests: This study was approved by the University of Kansas Institutional Review Board, HSC #19732. All parents provided voluntary consent for their children to participate.The authors declare that they have no competing interests.

Research Findings: Although children's temperament contributes to their academic success, little is known regarding the mechanisms through which temperament is associated withacademic achievement during the transition to elementary school. One such mechanism may be school engagement, but findings are inconsistent and limited. Across two waves of data at the transition to school, we examined the role of kindergarten emotional and behavioral engagement as links between preschool temperament ( positive emotionality, anger, and effortful control ), and kindergartenacademic achievement, among a predominantlyMexican/Mexican-Americansample of 241children drawn from Head Start classrooms. Significant direct effects indicated that preschool anger was negatively,and positive emotionality and effortful control werepositively,associated withkindergarten behavioralengagement.Only preschool anger was significantly associatedwithkindergarten emotional engagement. In turn, kindergarten behavioral, but not emotional, engagement was directly, positively associated withkindergartenacademic achievement. All three preschool temperament measures were indirectly related to kindergarten achievement via kindergarten behavioral engagement, and anger was indirectly related to kindergarten achievement via emotional engagement., Practice or Polic: Findings highlight the importance of understanding the role of engagement as a mechanismthat can foster children'sacademic achievement at a key developmental transition.

Background: Social relationships can serve as important risk or protective factors for child development in general, and academic adjustment in particular., Aims: This study investigated the role of teacher-child interactions in academic adjustment among preschool boys at risk of externalizing behaviour, using a randomized controlled trial study with Playing-2-gether (P2G), a 12-week indicated two-component intervention aimed at improving the affective quality of the teacher-child relationship and teacher behaviour management., Sample: In a sample of 175 preschool boys showing signs of externalizing behaviour (M age  = 4 years, 9 months, SD age  = 7 months) and their teachers, we investigated P2G effects on academic engagement as well as on language achievement., Methods: Academic engagement was rated by teachers at three occasions within one school year (T1 = pretest, T3 = post-test, and T2 = in-between intervention components). Language achievement was assessed by researchers at pre- and post-test, using a standardized test., Results: Cross-lagged path analyses revealed a direct intervention effect of P2G on academic engagement at Time 2. In addition, a significant indirect intervention effect was found on academic engagement at Time 3 through academic engagement at Time 2. Finally, academic engagement at Time 2 was found to predict language achievement at post-test. A marginally significant indirect intervention effect was found on language achievement at Time 3, through academic engagement at Time 2., Conclusions: This intervention study suggests that teacher-child interactions predict academic engagement over time, which in turn improves language achievement among preschool boys at risk of externalizing behaviour., (© 2017 The British Psychological Society.)

The role of emotion as moderator of the relationships between perceived autonomy supportive behavior and autonomous motivation and between motivation and behavioral engagement in physical education are discussed., (© The Author(s) 2016.)

Although teachers and peers play an important role in shaping students' engagement, no previous study has directly investigated transactional associations of these classroom-based relationships in adolescence. This study investigated the transactional associations between adolescents' behavioral engagement, peer status (likeability and popularity), and (positive and negative) teacher-student relationships during secondary education. A large sample of adolescents was followed from Grade 7 to 11 (N = 1116; 49 % female; M age = 13.79 years). Multivariate autoregressive cross-lagged modeling revealed only unidirectional effects from teacher-student relationships and peer status on students' behavioral engagement. Positive teacher-student relationships were associated with more behavioral engagement over time, whereas negative teacher-student relationships, higher likeability and higher popularity were related to less behavioral engagement over time. We conclude that teachers and peers constitute different sources of influence, and play independent roles in adolescents' behavioral engagement.

Multilevel mediation analyses test whether students' mid-year reports of classroom experiences of autonomy, relatedness with peers, and competence mediate associations between early in the school year emotionally-supportive teacher-student interactions (independently observed) and student-reported academic year changes in mastery motivation and behavioral engagement. When teachers were observed to be more emotionally-supportive in the beginning of the school year, adolescents reported academic year increases in their behavioral engagement and mastery motivation. Mid-year student reports indicated that in emotionally-supportive classrooms, adolescents experienced more developmentally-appropriate opportunities to exercise autonomy in their day-to-day activities and had more positive relationships with their peers. Analyses of the indirect effects of teacher emotional support on students' engagement and motivation indicated significant mediating effects of autonomy and peer relatedness experiences, but not competence beliefs, in this sample of 960 students (ages 11-17) in the classrooms of 68 middle and high school teachers in 12 U.S. schools.

The aim of this study was to assess the relationships between class-related anxiety with perceived control, teacher-reported behavioral engagement, behavioral disaffection, and academic performance. Participants were 355 compulsory secondary students (9th and 10th grades; Mean age = 15.2 years; SD = 1.8 years). Structural equation models revealed performance was predicted by perceived control, anxiety, disaffection, and engagement. Perceived control predicted anxiety, disaffection, and engagement. Anxiety predicted disaffection and engagement, and partially mediated the effects from control on disaffection (β = -.277, p < .005; CI = -.378, -.197) and engagement (β = .170, p < .002; CI = .103 .258). The negative association between anxiety and performance was mediated by engagement and disaffection (β = -.295, p < .002; CI = -.439, -.182). Anxiety, engagement, and disaffection mediated the effects of control on performance (β = .352, p < .003; CI = .279, .440). The implications of these results are discussed in the light of current theory and educational interventions.

This longitudinal study examined the prospective relations between 713 elementary students' individual peer teacher support reputation (PTSR) and a measure of the classroom-wide dispersion of peer nominations of teacher support (Centralization of Teacher Support) on students' peer relatedness (i.e., peer acceptance and peer academic reputation) and academic motivation (i.e., academic self-efficacy and teacher-rated behavioral engagement). PTSR was measured as the proportion of classmates who nominated a given student on a descriptor of teacher-student support. Centralization of Teacher Support was assessed using social network analysis to identify the degree to which peer nominations of teacher support in a classroom centered on a few students. PTSR predicted changes in all student outcomes, above academic achievement and relevant covariates. Centralization of Teacher Support predicted changes in students' peer academic reputation, net the effect of PTSR and covariates. Students' academic achievement moderated effects of PTSR and Centralization of Teacher Support on some outcomes. Findings highlight the importance of peers' perceptions of teacher support and of the structure of those perceptions for children's social and academic outcomes. Implications for practice are discussed., (Copyright © 2014 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.)