A new article named „All better than being disengaged: Student engagement patterns and their relations to academic self-concept and achievement“ was published with the co-authorship of Prof. Dr. Doris Holzberger in the European Journal of Psychology of Education. A person-centered analysis was applied to investigate how the number of hand-raisings interacts with student cognitive and emotional engagement in various engagement patterns. Additionally, it was analyzed how these engagement patterns relate to academic self-concept as an antecedent and achievement as an outcome.

Selected findings are:

    Students who have higher academic self-concept were more likely to exhibit a pattern of moderate to high engagement.
    Compared with students with low engagement, students with higher engagement patterns gained systematically in end-of-year achievement.