Abstract
Student engagement in learning at the middle school level is a key indicator of academic success in high school (Azzam, 2007; Balfanz, Herzog, & Mac Iver, 2007; Orthner, Jones-Sanpei, Akos, & Rose, 2012). Alternatively, disengagement from learning at this level can result in behavioral and academic challenges which can ultimately lead to the decision to drop out from high school (Azzam, 2007; Balfanz et al., 2007; Klem & Connell, 2004). This qualitative study was conducted to explore how highly engaged middle school students understand and experience engagement in learning. The study also sought to understand how school structures and strategies support or hinder engagement in learning. The study considered the experiences of six highly engaged middle school students. Their experiences were considered through the lenses of engagement theory and stage-environment fit theory. This study was conducted as an interpretative phenomenological analysis that focused on the lived experiences of the participants with student engagement in learning at the middle level. Student participants indicated that positive relationships in the learning environment, varied instructional strategies, student-initiated study strategies, perseverance, and academic success support engagement in learning at the middle level.
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