Teacher engagement is a multifaceted concept that encompasses behavioural, cognitive, and emotional dimensions

The gap

Evidence profile

Sourced from the recommendations and future work and limitations and stated challenges of the source papers, classified as general, drawn from work published between 1980 and 2026, spanning 6 journals. Those papers have been cited 16 times in total.

Supporting evidence — 6 representative gaps

• Development and Psychometric Validation of a Multidimensional Mathematics Engagement Scale for Nigerian Secondary School Students (2026) · European Journal of Mathematics and Science Education · doi

  Based on this conclusion, schools and educators should prioritize fostering all dimensions of student engagement (affective, interest, behavioural, cognitive, and social) to improve mathematics performance. To actualize this, teachers should design lessons that actively connect mathematical concepts to real-life situations that enhance cognitive engagement among students. To reap the benefits of this study, educational policymakers in Nigeria should adopt and promote the use of the validated mathematics engagement scale to regularly assess and monitor student engagement levels. In addition, future research should explore how each engagement component specifically influences mathematics achievement to guide more targeted instructional strategies. Finally, capacity-building programmes should be implemented to train teachers in strategies for enhancing multidimensional student engagement in

  generalrecommendations
  Keywords: engagement student mathematics cognitive teachers strategies based conclusion schools educators prioritize fostering dimensions affective interest
• Academic Stress Predictors and Engagement of Teacher Education Students during Pandemic: A Mixed-methods Study (2026) · Journal of Education and Learning Reviews · doi

  Based on the findings and conclusions drawn from the participants' responses, the following actions are recommended to address the significant academic stress predictors and increase student engagement: The school must provide a learning environment for students in order to increase academic engagement to a more significant level. With this, the school has to come up with various programs to help students deal with their own stress accordingly. The institution must revisit the curriculum arrangement in order to review its policies and determine the things needed to be retained, improved, or omitted. The institution should conduct a symposium or workshop that aims to improve student and teacher engagement, and enhance skills needed in order to flexibly adapt new or modified learning strategies in different learning settings. Invite parents or guardians to organized symposiums to give awareness about different stress predictors and their relationship with students’ academic engagement. It will allow them to realize the importance of social support that gives students inspiration to perform well in school. Students may participate in any activity designed by the College or teachers to help them develop a positive self-concept and ability to function independently, enjoy developing relationships with others, and believe they are capable of accomplishing their goals. Future researchers can extend this study by figuring out the best coping mechanisms to diminish the impact of stressful events. Further research with other academic stress predictors and their impact on student engagement in higher education in the Philippines during the pandemic may be undertaken. Citation: Malinao, R.J.F., Talaboc, G.M., Cabahug, D.G.N., Fernandez, C.M., & Bayadog, L.B. (2026). Academic Stress Predictors and Engagement of Teacher Education Students during Pandemic: A Mixed-methods Study. Journal of Education and Learning Reviews, 3 (3), e2934; DOI: https://doi.org/10.60027/jelr.2026.e2934 [25/33] Journal of Education and Learning Reviews, 3 (3): May-June 2026 ISSN: 3057-0387 Website: https://so19.tci-thaijo.org/index.php/JELS/about Article ID: e2934

  generalrecommendations
  Keywords: engagement students academic stress learning predictors education student school order significant increase must help institution
• National Mathematics Program and Its Relationship to Learners’ Attitude, Engagement, and Perceived Mathematical Competence: Basis for Policy Recommendations (2026) · International Journal of Sustainability and Advanced Integrated Research · doi

  https://doi.org/10.1016/j.cedpsych.2020.101859 Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059 Fredricks, J. A., Reschly, A. L., & Christenson, S. L. (2021). Handbook of student engagement interventions. Academic Press. Fredricks, J. A., Wang, M. T., Schall Linn, J., Hofkens, T., Sung, H., Parr, A., & Allerton, J. (2022). Using qualitative methods to develop a multidimensional understanding of student engagement. Learning and Instruction, 80, 101620. https://doi.org/10.1016/j.learninstruc.2022.101620 García, E., & Weiss, E. (2021). The role of data-driven instruction in improving student outcomes. Economic Policy Institute. International Journal of Sustainability and Advanced Integrated Research Volume 2, Issue 2 (July-September 2026) | ISSN: 3107-7854 295 International Journal of Sustainability and Advanced Integrated Research Volume 2, Issue 3 (July-September 2026) | ISSN: 3107-7854 González, A., Paoloni, P. V., & Donolo, D. (2023). Self-efficacy and academic achievement in mathematics: A meta- analytic review. Educational Psychology Review, 35(2), 1–25. Guskey, T. R. (2020). Evaluating professional learning. Corwin Press. Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge. Hattie, J. (2023). Visible learning: The sequel. Routledge. Hidi, S., & Renninger, K. A. (2020). Interest development and its relation to learning and motivation. Educational Psychologist, 55(2), 79–94. https://doi.org/10.1080/00461520.2019.1658079 Hiebert, J., & Grouws, D. A. (2007). The effects of classroom mathematics teaching on students’ learning. In F. Lester (Ed.), Second handbook of research on mathematics teaching and learning (pp. 371–404). Information Age Publishing. Hill, H. C., & Chin, M. J. (2022). Connections between teachers’ professional learning and mathematics instructional quality. Educational Policy, 36(3), 620–648. https://doi.org/10.1177/0895904820951111 Hill, N. E., & Tyson, D. F. (2009). Parental involvement in middle school: A meta-analytic assessment of the strategies that promote achievement. Developmental Psychology, 45(3), 740–763. https://doi.org/10.1037/a0015362 Hwang, G. J., Tu, Y. F., & Wang, X. (2023). Effects of technology-supported mathematics learning on students' engagement and achievement. Educational Technology & Society, 26(2), 1–15. Hyde, J. S. (2014). Gender similarities and differences. Annual Review of Psychology, 65, 373–398. https://doi.org/10.1146/annurev-psych-010213-115057 Johnson, B., Christensen, L., & Turner, L. A. (2020). Educational research: Quantitative, qualitative, and mixed approaches (7th ed.). SAGE Publications. Kraft, M. A., Blazar, D., & Hogan, D. (2021). The effect of teacher coaching on instruction and achievement: A meta- 185–215.

  generalfuture work
  Keywords: learning https educational achievement mathematics engagement review meta fredricks student instruction psychology school handbook academic
• Exploring Predictors of Student and Parent Attendance in a Tier 2 School-Based Program: Implications for Optimizing Attendance in the Coping Power Program (2026) · School Mental Health · doi

  Future research should consider a broader definition of engagement, inclusive of indicators of behavioral engage- ment (e. Future research could explore whether parent- or teacher- reported presenting problems and family involvement in school are more strongly associated with program engage- ment. Finally, a person-centered approach is limited by the available sample size, such that all profiles that exist in a given population may not have been identified.

  generallimitations
  Keywords: future engage ment consider broader definition engagement inclusive indicators behavioral explore whether parent teacher reported
• The Missing Link: Understanding Teacher Engagement in Mathematics Professional Development Programmes in South Africa (2026) · Journal of Education and Learning Technology · doi

  Teacher engagement is a multifaceted concept that encompasses behavioural, cognitive, and emotional dimensions, - Factors that influence engagement can range from the content and structure of PD programmes to external influences such as school culture and support systems, - The study highlights the need for a balanced approach that integrates theoretical frameworks with practical implementation strategies

  generalstated challenges
  Keywords: teacher engagement multifaceted concept encompasses behavioural cognitive emotional
• Pupil Engaged Learning Time: Concepts, Findings and Implications (1980) · Australian Journal of Education · cited 16× · doi

  the possibilities for Despite an extensive past tradition of research, together with the recent inten sified interest, further research into aspects of pupil engagement remain prolific. Three areas are in particular need of closer in vestigation: descriptive studies, observational-introspective studies, and clinical interventions designed to bring about changes within classrooms. Research on these may well proceed on a "broken front". Further descriptive studies are needed to expand our current knowledge and data base about pupil engagement across different classroom settings, in various academic content areas, and for different types of pupils. We have yet to provide comprehensive answers to such questions as: 1. What characteristics of pupils, teacher and classroom contexts, are most conductive of high levels of engagement in meaningful learning? 2. What types of pupil grouping patterns, pupil pacing and degree of in dividualization, are most generative of high levels of ALT? 3. What engagement levels might be considered optimal for pupils with cer tain characteristics, at various grade levels, interacting with different types of academic content? Studies which embody a simultaneous observational-introspective approach are necessary in order to validate behavioural data currently being collected on pupil engagement in naturalistic classroom settings. Acquiring an understan ding of the reasons for the considerable day-to-day fluctuations in pupil engagement, is one area worthy of pursuit. A comprehensive understanding of the complex issues surrounding the question of engagement variability is unlikely to be forthcoming from sole reliance upon behaviouristic research paradigm. Rather, on-site observations would need to be combined with in to obtain a more incisive trospective techniques, such as stimulated recall,

  generalfuture work
  Keywords: engagement pupil levels different classroom types pupils further areas need descriptive observational introspective settings various

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