Engagement is one of the most over used, yet misunderstood concepts in Education.

 The accepted definition of Engagement with psychological circles is; the sense of living a life high on interest, curiousity and absorption. Engaged individuals pursue goals with determination and vitality.

 However, too often in schools the word “engaged” is a synonym for “compliant.” The student who does as they are expected is seen as engaged.

 Whilst the compliant student may still do well in school, by mistaking conformity for engagement we miss out on the real benefits of genuine engagement.

 Froh et al. (2010) found that adolescents who had a sense of engagement reported higher levels of wellbeing, life satisfaction and less problematic social behaviours.

 And to help us convince those colleagues of ours who believe that this doesn’t fall into their realm; these students also reported higher grades.

 Intrinsic motivation is a prerequisite for engagement and according to Ryan and Deci (2000) for an individual to be intrinsically motivated they need a sense of:

 

  1. Autonomy – a sense that that have a choice in the what, why, when and how they do something
  2. Competence – They are striving to improve. Not just going over old ground, or moving at too slow a pace.
  3. Belonging/Purpose – The sense that what they are doing has a real relevance to them and the world around them.

 How can schools enhance their students’ motivation? 

Author: Dan Haesler, he is a teacher, writer and speaker at the Mental Health & Wellbeing of Young People seminar at the Gold Coast. He writes for the Sydney Morning Herald and blogs at http://danhaesler.com/ and tweets at @danhaesler

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