Literature Review
Authors: Vicki Trowler (Department of Education Research)
Title: “Student Engagement Literature Review”
Journal or Text: Educational Text
Year: 2010
Main idea(s)
This literature review describes and
presents the importance of student
engagement during their learning.
This article defines student engagement.
Most of the examples are explained to be
done with student feedback, student
representation, student approaches to
learning, institutional organization,
learning spaces, architectural design, and
learning development. The students are
meant to understand the why they are
participating rather than just doing.
The article examines the different types of
engagement. The type of engagement for a
student will contribute to how well the
students will retain and understand the
information. The more engagement and
invested a student is in the information,
behaviorally, emotionally, and cognitively
they will have a higher level of
understanding.
Supporting Evidence
“Student engagement is concerned with the interaction
between the time, effort and other relevant resources
invested by both students and their institutions intended
to optimize the student experience and enhance the
learning outcome and development of students and the
performance, and reputation of the intuition” (Trowler,
2010).
“Participation in educationally effective
practices, both inside and outside the classroom, which
leads to a range of measurable outcomes” (Kuh et al.,
2007)
Behavioral Engagement
Students who are behaviorally engaged would typically
comply with behavioral
norms, such as attendance and involvement, and would
demonstrate the absence
of disruptive or negative behavior
Emotional Engagement
Students who engage emotionally would experience
affective reactions such as

The article also includes the five facets
that form the basis of the National Survey
of Student Engagement
(NSSE).
interest, enjoyment, or a sense of belonging
Cognitive Engagement
Cognitively engaged students would be invested in their
learning, would seek to go
beyond the requirements, and would relish challenge.
active and collaborative learning;
participation in challenging academic activities;
formative communication with academic staff;
involvement in enriching educational experiences;
feeling legitimated and supported by university learning
communities. (Trowler, 2010).
 References

Trowler, V. (2010, January 1). Students Engagement Literature Review. Retrieved June 17, 2020,
from https://www.heacademy.ac.uk/system/files/StudentEngagementLiteratureReview_1.pdf