Amy L. Reschly, Ph.D., is a professor and department head of Educational Psychology at the University of Georgia. Her scholarly work focuses on student engagement, dropout prevention, and working with families to promote student success. She is co-editor of the first edition of the Handbook of Research on Student Engagement and the Handbook of Student Engagement Interventions.Sandra L. Christenson, Ph.D., Professor Emeritus, Department of Educational Psychology at the University of Minnesota, continues to research interventions that enhance engagement at school and with learning for marginalized students with and without disabilities. She has been a principal investigator on several federally funded projects in the areas of dropout prevention and family-school partnerships, including Check & Connect, which is in its 29th year of research and implementation. Dr. Christenson publishes extensively; recently she co-edited the Handbookof Research on Student Engagement and the Handbook of Student Engagement Interventions.

• Section I: Defining Student Engagement: Models and Related Constructs.- Jingle Jangle Revisited: History and Further Evolution of the Student Engagement Construct.- Using the Positive Synergy Between Engagement and Motivation.- Situated Expectancy Value Theory, Dimensions of Engagement, and Academic Outcomes.- Study Demands – Resources Model of Student Engagement and Burnout.- Agentic Engagement.- Academic Emotions and Student Engagement.- School Belonging and Student Engagement: The critical overlaps, similarities, and implications for student outcomes.- Self-Efficacy and Engaged Learners.- Using Self-Regulated Learning (SRL) Assessment Data to Promote Regulatory Engagement in Learning and Performance Contexts.- Hope and Student Engagement/Disengagement.- Section II: Student Engagement: Positive Development and Outcomes.- Relationships between Student Engagement and Mental Health as Conceptualized from a Dual-Factor Model.- Resilience and Student Engagement: Promotive and Protective Processes in Schools.- Developmental Relationships and Student Academic Motivation: Current Research and Future Directions.- Early Childhood Engagement.- Using Positive Student Engagement to Create Opportunities for Students with Troubling and High-Risk Behaviors.- Student Engagement and School Dropout: Theories, Evidence, and Future Directions.- Exploring the Character of Student Persistence in Higher Education: The Impact of Perception, Motivation, and Engagement .- Section III: Contexts for Engagement.- Expanding an Equity Understanding of Student Engagement: The Macro (Social) and Micro (School) Contexts.- Parental Influences on Achievement Motivation and Student Engagement.- Teacher-Student Relationships, engagement in school, and student outcomes.- The Role of Peer Relationships on Academic and Extracurricular Engagement in School.- Instruction and Student Engagement: Implications for Academic Engaged Time.- The Role of Academic Engagement in Students’ Educational Development: Insights from Load Reduction Instruction and the 4M Academic Engagement Framework.- Achievement Goal Theory and Engagement.- Student Engagement: The Importance of the Classroom Context.- Student Engagement and Learning Climate.- Engaging High School Students in Learning.- The Role of Policy in Supporting Student Engagement:.- Section IV: Measurement.- The Measurement of Student Engagement: Methodological Advances and Comparison of New Self-Report Instruments.- Measuring Student Engagement with Observational Techniques.- Multicultural and Cross-Cultural Considerations in Understanding Student Engagement in Schools: Promoting the development of Diverse Students Around the World.- Measuring Student Engagement: New Approaches and Issues.- Advances in Student Engagement: Conceptual, Empirical, and Applied Considerations.

Amy L. Reschly, Ph.D., is a professor and department head of Educational Psychology at the University of Georgia. Her scholarly work focuses on student engagement, dropout prevention, and working with families to promote student success. She is co-editor of the first edition of the Handbook of Research on Student Engagement and the Handbook of Student Engagement Interventions.Sandra L. Christenson, Ph.D., Professor Emeritus, Department of Educational Psychology at the University of Minnesota, continues to research interventions that enhance engagement at school and with learning for marginalized students with and without disabilities. She has been a principal investigator on several federally funded projects in the areas of dropout prevention and family-school partnerships, including Check & Connect, which is in its 29th year of research and implementation. Dr. Christenson publishes extensively; recently she co-edited the Handbookof Research on Student Engagement and the Handbook of Student Engagement Interventions.

• Section I: Defining Student Engagement: Models and Related Constructs.- Jingle Jangle Revisited: History and Further Evolution of the Student Engagement Construct.- Using the Positive Synergy Between Engagement and Motivation.- Situated Expectancy Value Theory, Dimensions of Engagement, and Academic Outcomes.- Study Demands – Resources Model of Student Engagement and Burnout.- Agentic Engagement.- Academic Emotions and Student Engagement.- School Belonging and Student Engagement: The critical overlaps, similarities, and implications for student outcomes.- Self-Efficacy and Engaged Learners.- Using Self-Regulated Learning (SRL) Assessment Data to Promote Regulatory Engagement in Learning and Performance Contexts.- Hope and Student Engagement/Disengagement.- Section II: Student Engagement: Positive Development and Outcomes.- Relationships between Student Engagement and Mental Health as Conceptualized from a Dual-Factor Model.- Resilience and Student Engagement: Promotive and Protective Processes in Schools.- Developmental Relationships and Student Academic Motivation: Current Research and Future Directions.- Early Childhood Engagement.- Using Positive Student Engagement to Create Opportunities for Students with Troubling and High-Risk Behaviors.- Student Engagement and School Dropout: Theories, Evidence, and Future Directions.- Exploring the Character of Student Persistence in Higher Education: The Impact of Perception, Motivation, and Engagement .- Section III: Contexts for Engagement.- Expanding an Equity Understanding of Student Engagement: The Macro (Social) and Micro (School) Contexts.- Parental Influences on Achievement Motivation and Student Engagement.- Teacher-Student Relationships, engagement in school, and student outcomes.- The Role of Peer Relationships on Academic and Extracurricular Engagement in School.- Instruction and Student Engagement: Implications for Academic Engaged Time.- The Role of Academic Engagement in Students’ Educational Development: Insights from Load Reduction Instruction and the 4M Academic Engagement Framework.- Achievement Goal Theory and Engagement.- Student Engagement: The Importance of the Classroom Context.- Student Engagement and Learning Climate.- Engaging High School Students in Learning.- The Role of Policy in Supporting Student Engagement:.- Section IV: Measurement.- The Measurement of Student Engagement: Methodological Advances and Comparison of New Self-Report Instruments.- Measuring Student Engagement with Observational Techniques.- Multicultural and Cross-Cultural Considerations in Understanding Student Engagement in Schools: Promoting the development of Diverse Students Around the World.- Measuring Student Engagement: New Approaches and Issues.- Advances in Student Engagement: Conceptual, Empirical, and Applied Considerations.

Amy L. Reschly, Ph.D., is a professor and department head of Educational Psychology at the University of Georgia. Her scholarly work focuses on student engagement, dropout prevention, and working with families to promote student success. She is co-editor of the first edition of the Handbook of Research on Student Engagement and the Handbook of Student Engagement Interventions.Sandra L. Christenson, Ph.D., Professor Emeritus, Department of Educational Psychology at the University of Minnesota, continues to research interventions that enhance engagement at school and with learning for marginalized students with and without disabilities. She has been a principal investigator on several federally funded projects in the areas of dropout prevention and family-school partnerships, including Check & Connect, which is in its 29th year of research and implementation. Dr. Christenson publishes extensively; recently she co-edited the Handbookof Research on Student Engagement and the Handbook of Student Engagement Interventions.

• Section I: Defining Student Engagement: Models and Related Constructs.- Jingle Jangle Revisited: History and Further Evolution of the Student Engagement Construct.- Using the Positive Synergy Between Engagement and Motivation.- Situated Expectancy Value Theory, Dimensions of Engagement, and Academic Outcomes.- Study Demands – Resources Model of Student Engagement and Burnout.- Agentic Engagement.- Academic Emotions and Student Engagement.- School Belonging and Student Engagement: The critical overlaps, similarities, and implications for student outcomes.- Self-Efficacy and Engaged Learners.- Using Self-Regulated Learning (SRL) Assessment Data to Promote Regulatory Engagement in Learning and Performance Contexts.- Hope and Student Engagement/Disengagement.- Section II: Student Engagement: Positive Development and Outcomes.- Relationships between Student Engagement and Mental Health as Conceptualized from a Dual-Factor Model.- Resilience and Student Engagement: Promotive and Protective Processes in Schools.- Developmental Relationships and Student Academic Motivation: Current Research and Future Directions.- Early Childhood Engagement.- Using Positive Student Engagement to Create Opportunities for Students with Troubling and High-Risk Behaviors.- Student Engagement and School Dropout: Theories, Evidence, and Future Directions.- Exploring the Character of Student Persistence in Higher Education: The Impact of Perception, Motivation, and Engagement .- Section III: Contexts for Engagement.- Expanding an Equity Understanding of Student Engagement: The Macro (Social) and Micro (School) Contexts.- Parental Influences on Achievement Motivation and Student Engagement.- Teacher-Student Relationships, engagement in school, and student outcomes.- The Role of Peer Relationships on Academic and Extracurricular Engagement in School.- Instruction and Student Engagement: Implications for Academic Engaged Time.- The Role of Academic Engagement in Students’ Educational Development: Insights from Load Reduction Instruction and the 4M Academic Engagement Framework.- Achievement Goal Theory and Engagement.- Student Engagement: The Importance of the Classroom Context.- Student Engagement and Learning Climate.- Engaging High School Students in Learning.- The Role of Policy in Supporting Student Engagement:.- Section IV: Measurement.- The Measurement of Student Engagement: Methodological Advances and Comparison of New Self-Report Instruments.- Measuring Student Engagement with Observational Techniques.- Multicultural and Cross-Cultural Considerations in Understanding Student Engagement in Schools: Promoting the development of Diverse Students Around the World.- Measuring Student Engagement: New Approaches and Issues.- Advances in Student Engagement: Conceptual, Empirical, and Applied Considerations.