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The three-dimension construct of student engagement is applied in this study. Related theoretical  frameworks  provide  not  only  the  criteria  on  how  to  invest  student engagement level  but  also  clues on how student engagement influence  on learning achievement. What’s more, a variety of reasons identified in prior studies on affecting student engagement level shed light on possible ways to improve student engagement. Therefore, an overall review of the previous studies on relevant topics is necessary before the conduction of the present study.  

2.1 Definition of “Student Engagement” 
The  term  of  “student  engagement”  was  first  used  in  the  federally  funded  studies carried out  under the aegis  of the National  Center on Effective Secondary Schools (NCESS) in the 1990s. Newmann, Wehlage and Lamborn (1992) brought the worth studying topic on student engagement. From then on, the definition and construct of the term “student engagement” have caught the interest of many researchers.  Roth and Damico (1996) defined student engagement in academic work as the student's psychological investment. Their own model of student engagement was put forward,  which  emphasizes  the  horizontal  association  between  the  affective  and cognitive dimensions of student engagement. The former is in particular, represented by  social  engagement,  such  as  primary  relationships,  climate  while  the  latter  is represented  by  academic  engagement,  such  as  multiple  instructional  strategies, policies, and compliance. Ladd et al. (1999) claimed “classroom participation is operationalized as students’ independent or self-directed behavior in the classroom, willingness to adhere to the social expectations of the classroom, and independent work on academic tasks”. This model  is  considered  as  the  basic  principle  of  the  later  popular  three-dimensional construct  of  student  engagement  (Fritschner,  2000;  Weaver  &  Qi,  2005;  Abdullah, Bakar,  &  Mahbob,  2012;  Shernoff,  Kelly,  &  Tonks,  2016).  The  three  primary dimensions or subcomponents of student engagement include cognitive engagement, emotional  engagement,  and  behavioral  engagement.  This  construct  is  now  widely embraced by researchers. 
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2.2 Theoretical Framework 
Connrll (1990) put  forwarded the Self-Systems  framework, which posits four main components including context, self, action, and outcomes. This framework has been discussed in many later studies concerning the topic of student engagement (Connell &  Wellborn,  1991;  Skinner,  Kindermann,  Connell,  &  Wellborn,  2009;  Baroody, Rimm-Kuafman, Larsen, & Curby, 2016). The self-system  model  is  based on the assumption that  all students have three fundamental motivational needs: autonomy, competence, and rela本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。