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t match their practice” (Weaver & Qi, 2005; Hsu, 2015; Zhou N. , 2015).  Second, student class engagement had a low but significant correlation with their course  learning  achievement.  Only  cognitive  engagement  (disposition  towards learning  and  in  the  moment  engagement)  is  significantly  correlated  with  learning achievement, while the other two aspects  were not and the correlation  of observed results  also  prove  this  conclusion.  The  result  is  in  accordance  with  the  conclusion made  by  Hsu  (2015)  saying  “students  class  engagement  is  significantly  correlated with  their  course  achievement”  but  different  from  that  made  by  Baroody  (2016) saying  “student-reported  engagement  is  not  significantly  associated  with achievement”.  

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Conclusion 

This  chapter  concludes  major  findings  of  the  influence  of  student  engagement  on learning  achievement.  The  three  dimensions  of  student  engagement  show  different degree  of  correlation  with  learning  achievement.  Only  cognitive  engagement  is significantly  related  to  learning  achievement.  And  the  main  factors  influencing student engagement are due to instructors, peers and students’ attributes. The results enrich related theories and also provide implications for better teaching and learning. Baroody, Rimm-Kuafman, Larsen and Curby (2016) in the previous study found that teacher-reported  engagement  and  observer  reported  student  engagement  were significantly  associated  with  students’  mathematics  achievement  but  the  student-reported  one  was  not.  They  also  pointed  out  the  direction  for  further  study  that  it would be useful for developing ways to motivate higher engagement level in the class if studies could figure out the factors contribute to mathematics engagement and the ways students express engagement. The present study is trying to search answers for these questions. Barkatsas, Kasimatis and Gialamas (2009)’s research enlightened the present study with the entry point.  They found that how students achieved in mathematics was related to the levels of positive levels of affective engagement and behavioral  engagement.  What is the relation  between  each  dimension  of  the  construct  of  engagement  with  learning achievement? How students express their engagement, in an internal way or external way?  Therefore,  the  present  study  took  into  consideration  of  not  only  the  three-dimensions construct of student engagement but also Connell and Wellborn (1991)’s self-systems  frame  work  and  Lawson  and  Lawson  (2013)’s &n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。