Abstract Engagement has been debated for years across various perspectives and educational contexts. However, few studies clearly define or distinguish School Engagement and Child Engagement, often conflating them with related constructs. This literature review aims to address three central questions: How are these constructs defined? What are their properties? What kind of information do they provide? To explore these questions, 356 articles were analyzed, 287 focused on School Engagement and 69 on Child Engagement. For each study, the objective, main variables, and research findings were examined. The articles were further categorized based on the engagement model or dimensions used to operationalize Child or School Engagement. The review reveals both differences and commonalities between the constructs. While the operationalization and research topics differ between Child Engagement and School Engagement, the studies generally acknowledge the dynamic nature of engagement. This review emphasizes that measurement is not a neutral act but a designed and intentional process. How engagement is defined and operationalized shapes the type of information produced, reflecting both theoretical choices and educational priorities.
Catalina Miranda (Thu,) studied this question.