Is cognitive school engagement a better predictor of school performance? Findings from Russian students and teachers
School engagement influences multiple educational outcomes, including academic performance of students. Research shows that engaged students are more likely to demonstrate improved knowledge in various subjects and higher academic scores. Critically, school engagement assessments are usually performed in adolescence using self-ratings and fewer using teacher-ratings. Our project examines the relation of school engagement using self- and teacher-ratings and academic performance among primary school students in Russia. Specifically, we investigate which components of school engagement (i.e., behavioral, emotional or cognitive) is a stronger predictor of academic performance from both student’s and teacher’s perspective. Our findings can inform educational practice in understanding the mechanisms underlying academic performance and designing interventions to improve it.