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The SEI is based on a model of engagement that grew out of work with Check & Connect. Check & Connect mentors recognized that successfully re-engaging students required more than meeting academic and behavioral standards of schools. Rather, successful engagement also required attention to students’ cognitive (e.g., self-regulation, perceived relevance of schooling, future goals) and affective engagement (e.g., belonging, relationships with teachers and peers) at school and with learning. Thus, Christenson and colleagues proposed a 4-part typology of engagement that included academic, behavioral, cognitive, and affective subtypes (Appleton, Christenson, Kim, & Reschly, 2006; Christenson & Anderson, 2002; Christenson et al., 2008; Reschly & Christenson, 2006). Indicators of students’ academic and behavioral engagement are typically readily available in school data systems; however, affective and cognitive engagement require student self-report. A search of the literature did not find an instrument suited for this specific purpose, thus, the development work on the SEI was initiated.
|Observable, Low Inference Subtypes||High Inference, Internal Subtypes|
|Example Indicators||Example Indicators|
Adapted from Reschly, Appleton, and Christenson, 2007; Reschly, Pohl, & Appleton, 2014;