Abstract Background Learning engagement serves as a pivotal factor in predicting academic achievement and learning quality, proving particularly crucial in language classrooms emphasising interactive participation. Nevertheless, passive learning and low engagement remain prevalent challenges within traditional secondary Chinese language classrooms. Few studies, however, have systematically examined how structured emotionally supportive teaching interventions grounded in self-determination theory influence multidimensional learning engagement within specific subject contexts. This study aims to investigate the promotional effects of a targeted Emotionally Supportive Teaching (EST) programme on students' behavioural, affective, and cognitive engagement within secondary Chinese language classrooms. Methods Participants in the experiment were drawn from two comparable state secondary schools, comprising 240 Year 8 pupils and six Chinese language teachers. The experimental group (120 pupils and three teachers) received 12 weeks of emotion-supportive teaching training and classroom implementation. Key training components included recognising and responding to pupils' emotional cues, employing teaching language that fosters autonomy, and cultivating collaborative and emotionally safe classroom discussion environments. The control group (120 students, 3 teachers) maintained conventional teaching practices. Student learning engagement was measured using the Classroom Engagement Scale, comprising three sub-dimensions: behavioural engagement, affective engagement, and cognitive engagement. Data were collected pre- and post-intervention. A 2 × 2 mixed-design analysis of variance examined group × time interaction effects across engagement dimensions. Results Experimental findings indicate that emotional support observation scores in the experimental group's classroom significantly increased in the post-test (p<.001). The experimental group demonstrated significant improvements across all participation dimensions from pre-test to post-test (all p<.001), whereas the control group showed no significant changes. The largest effect size was observed for affective participation (ΔM = 1.06), followed by cognitive participation (ΔM = 0.88) and behavioural participation (ΔM = 0.87). Discussion Research indicates that structured, emotionally supportive teaching interventions significantly enhance behavioural, affective, and cognitive engagement among secondary school Chinese language learners. The most pronounced effect was observed in affective engagement, suggesting that students' emotional connection to the learning environment may be particularly responsive to teachers' emotional support. Future research may explore potential moderating factors such as class size or students' initial motivation levels, whilst analysing which specific components of the intervention prove most critical for different engagement outcomes across diverse cultural and educational contexts.

Against the backdrop of the synergistic advancement of Industry 4.0 and the dual-carbon strategy, traditional university mathematics education struggles to meet the demands for cultivating engineering talents’ integrated competencies in mathematics, specialization, and application. The STEM education paradigm urgently needs innovation. Guided by sustainable development principles, this study explores integrated approaches to university mathematics teaching for advanced manufacturing. It constructs a four-stage cyclical framework, Concept–Algorithm–Equipment–Evaluation (CAEE), and integrates Fourier Transform systems into industrial inspection workflows, using silicon carbide wafer thickness measurement as a case study. Targeting second-year students in Measurement and Control Technology and Instrumentation, a comparative design involving an experimental and a control group was employed. Comprehensive evaluation utilized AI-powered dynamic questionnaires, multimodal eye-tracking and EEG data, along with mixed-methods research. Results indicate that the assessment tools achieved high reliability and validity (0.906). The experimental group demonstrated significantly superior performance in deep learning proficiency and subject-specific educational structure (effect size 0.67) compared to the control group, along with modest positive enhancements in cognitive engagement and social interaction dimensions. This pedagogical model transcends conventional ‘knowledge collage’ integration, transforming mathematics from an external auxiliary tool into an ‘endogenous variable’ within industrial systems. It establishes a replicable and scalable STEM education practice paradigm.

The development of Artificial Intelligence (AI) has significantly influenced learning processes, particularly in subjects requiring analytical skills and procedural understanding such as statistics. The use of AI as a learning tool not only provides instant answers but also affects how students process information and construct knowledge. This study aims to analyze the interaction between human memory and AI in statistics learning and its contribution to the formation of students’ artificial memory. A qualitative approach with a descriptive case study design was employed, involving one class of tenth-grade students at SMAN 1 Kota Pasuruan. Data were collected through written tests, classroom observations, and semi-structured interviews, and analyzed using thematic coding with the assistance of NVivo software and source triangulation. The results reveal that students experienced eight stages of interaction when using AI, which led to the formation of three types of artificial memory: passive, collaborative, and reflective. These findings indicate that the quality of artificial memory formation is strongly influenced by students’ cognitive engagement in verifying and processing AI-generated outputs. Therefore, the effectiveness of AI in statistics learning depends more on the quality of student–AI interaction than merely on access to AI-generated answers.

Interactive learning media play a crucial role in promoting cognitive and social development in early childhood education. This study aims to develop an interactive pop-up storybook based on local wisdom as a medium to foster the value of tolerance in young children. Using the 4D Research and Development (R&D) model (Define, Design, Develop, Disseminate), the study involved children aged 4–6 years enrolled in early childhood education programs. The Define stage identified needs, analyzed curriculum alignment, and explored cultural relevance. The Design stage produced a prototype integrating local cultural values, interactive features, and multisensory elements to enhance engagement and understanding of social values. The Develop stage included validation of the prototype by experts in early childhood education, child psychology, and local wisdom, resulting in an overall validity score of 90.2% (highly valid), followed by a limited trial which showed significant improvements in engagement, social interaction, and children’s understanding of tolerance. The Disseminate stage evaluated the usability of the media by teachers, achieving a high score of 87.5%. The results indicate that the interactive pop-up storybook effectively enhances cognitive, social, and emotional engagement while instilling tolerance and social values. This study underscores the potential of culturally contextualized interactive media to strengthen holistic learning experiences, learning motivation, and the development of inclusive social character in early childhood.

Student engagement is a multidimensional construct strongly associated with learning outcomes and academic success. However, its measurement remains challenging, as existing instruments often conflate engagement in learning activities with engagement in the school community. In addition, brief measures are scarce despite their increasing value, and most available instruments do not incorporate agentic engagement. Assessing student engagement in learning activities is, therefore, crucial for monitoring academic progress, identifying students at risk of dropping out, and predicting academic success. This study aimed to validate the 12-item Secondary School Student Engagement in Learning Activities: Short Scale, adapted from a higher education measure, which focuses solely on student engagement in learning activities and comprises four dimensions: cognitive, affective, behavioral, and agentic engagement. The validation study involved 566 students, 61.7% from middle school and 38.3% from high school. Confirmatory factor analysis supported the four-factor structure that was found in the original scale. Subsequent analyses also demonstrated the scale’s reliability, convergent, discriminant, concurrent, and predictive validity, and measurement invariance. The study discusses the benefits and implications of utilizing this measure, offering a promising tool for evaluating student engagement and learning outcomes in secondary student populations.

Sensorimotor function - the integration of sensory feedback and motor output - forms the basis of coordinated movement, balance, and motor learning. Its refinement throughout childhood and adolescence enables increasingly precise and efficient movement, supporting both athletic performance and long-term physical activity. Understanding its development and trainability is crucial for promoting motor competence, preventing injuries, and fostering cognitive–motor integration. From early childhood, sensorimotor competence evolves through the acquisition of fundamental movement skills (FMS) such as running, jumping, catching, and balancing. These skills integrate coordination, strength, and postural control, forming the foundation for later sport-specific abilities. Although FMS proficiency typically increases with age, large-scale evidence indicates that many children and adolescents worldwide do not achieve mastery in most FMS, with clear age- and sex-related differences - boys often excelling in object-control and girls in stability-related skills (Lorenzo-Martínez et al., 2025). Early FMS proficiency is positively associated with higher physical activity, fitness, and favorable body composition (Cattuzzo et al., 2016), whereas low FMS competence is linked to reduced participation and less active developmental trajectories. As children mature, postural control and coordination become more automatic and anticipatory. Improvements in balance reflect more efficient integration of visual, vestibular, and proprioceptive inputs, shaped by both maturation and practice. Structured FMS-based and sensorimotor interventions, especially those implemented in school and community settings, are highly effective for improving motor proficiency. A comprehensive meta-analysis reported large effects for overall and locomotor skills and moderate effects for object-control skills following such interventions (Morgan et al., 2013). Programs delivered by trained educators or physical education specialists that provide developmentally appropriate, engaging, and varied motor experiences yield the strongest outcomes. Improved sensorimotor proficiency contributes to both performance and health. Enhanced coordination and balance support injury prevention, efficient movement mechanics, and cognitive engagement through shared neural pathways. Consequently, physically enriched environments that challenge sensory integration and adaptive motor control are essential to foster lifelong movement competence. In conclusion, sensorimotor function develops through an interaction of biological maturation, experience, and training. While growth provides the neural and structural foundation, structured, skill-based practice accelerates refinement and supports sustainable motor development. Promoting FMS and balance competence early in life should therefore be a central goal in physical education, youth sport, and public health initiatives.

Interference patterns are increasingly explored in contemporary architectural façades as visual configurations generated through the superposition of repetitive and layered geometric structures. This study examines the role of interference patterns in contemporary architecture, with particular attention to the perceptual effects and illusion-related phenomena that may emerge during their observation. The research is based on a comparative, case-based analysis of selected architectural examples in which interference patterns are introduced through façade articulation, layered glazing systems, spatial textures, or form-related strategies. The analysed material is classified into four groups: semi-spatial façades, façade graphics applied to multi-layer glass systems, spatial textures, and interference embedded in the overall building form. The analysis focuses on identifying recurring perceptual effects associated with interference patterns, such as illusion-related phenomena, including visual aliasing, motion parallax, apparent depth, figure–ground ambiguity, flicker effects, and dynamic perspective. The comparative analysis indicates that interference patterns can significantly influence the perception of architectural space within its urban context. This influence extends beyond visual appearance and aesthetic composition, contributing to architectural communication, meaning-making processes, and the cognitive engagement of the viewer with spatial and visual structures. The study provides a structured analytical framework that may support further research on perceptual strategies in contemporary architectural design.

This study reports the development and empirical evaluation of a culturally responsive flipbook e-module for teaching quantities and units in Indonesian senior secondary physics. Developed using the ADDIE framework and grounded in Culturally Responsive Teaching (CRT), the module integrates local measurement systems, mud, tala, lot, and deben, as epistemic resources for scientific reasoning. A quasi-experimental field trial involved 117 Grade 10 students across three intact classes: two experimental groups (digital: n = 41; print: n = 40) and one control group (conventional worksheets: n = 36). Expert validation confirmed strong content validity (Aiken’s V = 0.87), particularly in cultural authenticity and alignment with critical thinking constructs. Student surveys indicated high practicality (89.55%) and positive perceptions (85.75%), with learners highlighting how culturally familiar contexts, such as zakat unit analysis or land measurement using lots, enhanced relevance and cognitive engagement. To evaluate learning impact, a pretest–posttest design was implemented, with critical thinking measured via a validated open-response instrument. Analysis of covariance (ANCOVA), controlling for pretest scores, revealed a statistically significant effect of instructional modality on posttest performance, F(2, 113) = 58.34, p < 0.001, with a large effect size (partial η² = 0.513). Adjusted means showed that the experimental groups significantly outperformed the control group (Madj = 79.14 (digital); Madj = 80.72 (print); Madj = 42.13 (control); p < 0.001), while there was no meaningful difference between the delivery modes (p = 0.682). These findings suggest that the CRT-based design, rather than the medium, influences learning outcomes, supporting scalable implementation across diverse infrastructural contexts. When cultural knowledge is structurally integrated into disciplinary reasoning, students engage more deeply, affirming the module’s potential as an equitable, contextually relevant tool for improving rigorous science education. Keywords: critical thinking skills, e-module, culturally responsive teaching.

The growing integration of generative Artificial Intelligence (AI) in workplaces has transformed the way professionals think, learn and perform tasks. While AI enhances efficiency and accessibility, increasing dependence on it may influence employee’s cognitive engagement and their psychological connection with work. The present study aims to examine the relationship of Generative AI Dependency with Work Alienation and Need for Cognition among working professionals. The study is grounded in the assumption that greater reliance on AI may be associated with increased alienation from work and reduced inclination towards cognitive effort. It is hypothesized that Hypothesis 1: there will be a significant positive relationship between Generative AI Dependency and Work Alienation and Hypothesis 2: there will be a significant negative relationship between Generative AI Dependency and Need for Cognition. A quantitative correlational design will be employed and data will be collected using standardized measures: the Generative AI Dependency Scale (Goh, Hartanto & Majeed, 2025), the Work Alienation Scale (Nair & Vohra, 2010) and the Need for Cognition Scale (Cacioppo, Petty & Kao, 1984), each scale consisting of 11, 8 and 18 items respectively. The questionnaires will be administered through Google Forms to a sample of working professionals. Pearson correlation will be used to analyze the relationship among variables. The study seeks to contribute to emerging literature on the psychological implications of AI usage by exploring whether reliance on generative AI is associated with greater feelings of detachment from work and reduced inclination towards cognitive effort. Findings are expected to inform balanced human-AI interaction strategies that preserve critical thinking and employee’s sense of meaning within organizational settings.

Background and ObjectivesResearch has shown a correlation between engagement in activities and late-life cognition, but cross-sectional associations are likely to be inflated by reverse causality. This study investigated the prospective effects of activity engagement—frequency of and diversity across activity types—on aging-related cognitive decline.Research Design and MethodsUsing data from the Health and Retirement Study (HRS) and Midlife in the United States (MIDUS) study, we evaluated whether baseline measures of 4 activity types (cognitive, physical, contact with family/friends, and social group participation) predicted subsequent cognitive decline adjusted for potential confounders. We compared the effects of activity type frequency with the effect of activity diversity.ResultsIn HRS, activity diversity was associated with slower midlife (ages 55-65) cognitive decline, whereas more frequent cognitive activities yielded the largest reduction in late-life (ages 65-85) cognitive decline. Frequency of social contact was associated with slower midlife cognitive decline, whereas more frequent social group participation had a stronger association in later life. Physical activity did not significantly affect the cognitive decline trajectory. In MIDUS, neither the activity frequency nor diversity was associated with subsequent cognitive decline.Discussion and ImplicationsOur results underscore that both type and timing of activity matter: Efforts to promote activity diversity and social contact are likely to be most effective in midlife, whereas cognitive activities and social group participation may be more impactful in late life. Physical activity alone had little effect on mid-to-late-life cognition but may be valuable earlier in life and in the context of activity diversity.

BackgroundInternationally, physical activity is successfully integrated into academic lessons in primary schools, showing promising results on cognition and student engagement. However, there is a lack of knowledge about its effects and feasibility for individual situated learning processes in upper secondary school.ObjectiveThis protocol describes the design and methods of the Physically Active Academic Lessons (PAAL) study, a mixed methods, cluster randomized, individual crossover trial. The PAAL study aims to examine the acute effects of physically active academic lessons on cognitive prerequisites of learning (alertness and executive functions) and situational engagement (behavioral, cognitive, and emotional engagement; disaffection; competence experiences; and help seeking), as well as factors modifying these effects (physical and mental load and perceived physical and academic competence). Further, subject teachers’ and students’ experiences and perceptions of physically active academic lessons in general upper secondary school will be explored.MethodsThe first part of the PAAL study involves exploring subject teachers’ experiences of facilitators, barriers, usefulness, and the meaning of physically active academic lessons for the situational learning process through semistructured interviews with 14 teachers. The second part consists of a cluster‑randomized individual crossover trial including 168 students in mathematics and foreign language lessons, followed by interviews with 30 students.ResultsFunding for the study was obtained in May 2023. Ethical approval for the teacher interviews was granted in September 2023, and for the student trial in December 2023. Data collection was completed between October 2023 and November 2024. Data analysis is ongoing. The findings of the study will provide essential evidence-based information on physically active classroom practices that support teachers and schools in implementing pedagogical methods that enhance student learning and well-being in upper secondary schools.ConclusionsThe background, design, content of the intervention, and methods of the PAAL study are presented. This study aims to address a gap in the literature regarding the feasibility and effectiveness of physically active methods during academic lessons in upper secondary school.

The primary objective of this study is to define and empirically validate a novel procedural methodological framework, named SEBAS (Selection, Establishment, Blueprint, Application, Synthesis), for the strategic integration of Augmented Reality (AR) learning activities in higher engineering education. The research addresses the lack of specialized methodologies for using AR in the complex and technical discipline of mining engineering and evaluates the impact of the implementation on student educational outcomes. A mixed-method quasi-experimental design was employed, involving 136 undergraduate students enrolled in mining-related programs. A specific group of these students participated in augmented reality (AR) workshops developed using the SEBAS framework. Quantitative data on academic performance history were collected, along with qualitative data from pre- and post-intervention surveys to assess students’ perceptions and motivation. The results demonstrated a substantial positive impact on academic performance. Participating students achieved a higher average final grade (4.70, SD = 1.75) compared to the overall group (4.30, SD = 1.98). Welch’s t-tests confirmed statistically significant differences in the courses with higher AR integration (Course 1, t(36)=3.30, p = 0.002; Course 2, t(38)=10.03, p < 0.001). A thorough qualitative analysis was conducted, which yielded substantial evidence of a considerable positive shift in student perceptions, levels of interest, and practical applicability. The primary contribution of this research is the SEBAS framework, which offers a structured, pedagogically sound, and replicable model for incorporating immersive technologies. This framework facilitates the development of strategically designed AR activities that enhance academic performance, promote cognitive engagement, and prepare students for the challenges of the industry.

Digital storytelling (DST) is an innovative pedagogical approach that integrates multimedia creation, personal narrative, and autonomy in L2 education. Yet, its influence on learner engagement remains underexplored in asynchronous delivery modes and non-conventional language learning settings, common in post-pandemic instructional practice. This study thus examines the engagement patterns of 34 student-teachers of English in an afterschool asynchronous DST task about teacher identity. The study further scrutinises their emotional engagement, given its impact on other engagement domains, and its relevance for online instructional design. Data were collected through a background information questionnaire, a validated student engagement questionnaire, and semi-structured interviews that focused on emotional engagement. Questionnaire data were analysed quantitatively using descriptive statistics and repeated measures ANOVA, and interview data were examined qualitatively using thematic analysis and specific emotional engagement-related frameworks. Results indicated participants’ higher cognitive and behavioural engagement, and lower emotional engagement. Their emotional engagement comprised positive emotions and anxiety, which emerged from specific subjective task values, autonomy, and task affordances in interaction with self-imposed personal standards and perceived digital skills. These findings challenge the common conceptualisation of emotional engagement merely as positive affect in L2 tasks and signal the importance of task- and learner-related factors in an engagement-driven online L2 pedagogy.

As digital tools reshape academic writing, digital multimodal composing (DMC) is increasingly relevant in EFL contexts, yet links between digital multimodal composing competence, cognitive, and affective factors remain underdeveloped. This study investigated the direct and indirect relationships among digital multimodal composing competence (DMCC), academic writing self-efficacy (AWSE), cognitive engagement (CE), and writing enjoyment (WE) in higher education. Using Partial Least Squares Structural Equation Modeling (PLS-SEM), data from 215 students across 18 universities were analyzed. Results revealed that DMCC strongly predicted AWSE and also significantly predicted CE and WE. AWSE significantly influenced CE and WE, while CE did not significantly predict WE. These findings highlight the mediating role of self-efficacy in linking digital competence to both cognitive engagement and writing enjoyment, suggesting that competence alone is insufficient without confidence. Pedagogically, scaffolded multimodal tasks with reflective guidance can strengthen competence and confidence, leading to greater cognitive engagement and enjoyment in writing. Future research should examine additional mediators and adopt longitudinal or cross-cultural designs to validate and extend these findings.

ABSTRACT Background and Context Traditional text and blockbased programming often limits the development of computational thinking (CT) skills, while educational robotics (ER) provides a handson alternative that can better foster these skills. However, how robotics environments promote CT remains unclear. This study focuses on Chinese high school students engaged in programming activities using ER. Objective This study aims to develop and validate an integrative model that explains learner-centered and technology-centered determinants of students’ CT skills. Method A cross‐sectional empirical study was conducted with 339 high school students who completed both a questionnaire and a programming fundamentals test. We applied Partial Least Squares Structural Equation Modeling (PLSSEM) to assess the measurement and structural models, Importance-Performance Matrix Analysis (IPMA) to identify priority factors, and Artificial Neural Network (ANN) analysis to capture non‐linear relationships and rank variable importance. Findings Task‐Technology fit (TTF), learning motivation (LM), cognitive engagement, and prior programming knowledge each exhibited significant positive effects on CT, with LM (β = 0.333, p < .001) and TTF (β = 0.251, p < .01) emerging as the most influential factors. The integrated model accounted for 54.1% of the variance in CT. IPMA and ANN results corroborated the centrality of motivation and fit in enhancing CT. Implications By extending the Cognitive Affective Theory of Multimedia Learning through incorporation of TAM and TTF constructs, this study highlights the dual importance of aligning robotics features with task requirements and fostering student motivation.

From speaking up to shutting down: The cognitive costs of non-instrumental voice.

ABSTRACT In recent years, generative artificial Intelligence (GAI) has garnered significant attention within the academic community. However, there remains a lack of empirical research exploring how pre-service teachers utilize GAI to aid in the design of their teaching plans. Consequently, this study focuses on 60 pre-service teachers and employs a single-group weak-experimental design, conducting an 11-week teaching practice to investigate the impact of virtual peer leveraging GAI on the TPACK competencies of pre-service teachers. The research findings indicate: (1) Virtual peer based GAI can significantly enhance the pre-service teachers’ ability in informational instructional design; (2) Students with high prior knowledge levels demonstrate a more positive attitude compared to those with low levels, and their AI-TPK and AI-TPACK abilities are significantly improved, while there is no significant difference in AI-TCK between the two types of students; (3) Students exhibit more moderate levels of cognitive engagement, with weaker connections at deeper levels of cognitive engagement. Furthermore, promoting the formation of a closed loop of “independent questioning → evaluation and reflection → in-depth exploration → innovative application” is a potential path to improve the learning effect. These findings can provide a reference for the deep integration application of GAI-driven products and teaching.

This study reveals the levels of work engagement and the adoption of classroom management styles among physical education and sports teachers, investigates the association between these two variables, and compares them by demographics. To this end, the study, grounded in a quantitative paradigm, employed descriptive, correlational, and causal-comparative designs. The study population includes 429 physical education and sports teachers working in the central district of Batman, while the sample comprises 202 teachers conveniently selected from this population. Data were collected using a "Personal Information Form," the "Engaged Teacher Scale," and the "Classroom Management Styles Scale." Before data analysis, the distribution was evaluated, and the findings showed that it did not follow a normal distribution. Thus, outliers were identified and removed, resulting in the exclusion of data from nine participants. Subsequent analyses were conducted on data from 193 participants. The findings can be summarized as follows: The most frequently adopted classroom management style among physical education and sports teachers was the "protective" style, while the least adopted was the “laissez-faire” style. Furthermore, the findings revealed high levels of work engagement among the participants. Statistically significant but very low positive correlations were identified between the adoption of the protective classroom management style and emotional engagement, cognitive engagement, and overall work engagement, as well as between social engagement with students and the adoption of the democratic classroom management style. Comparisons based on demographic variables indicated that gender significantly affected emotional engagement, educational level significantly influenced emotional, cognitive, and overall work engagement, and marital status impacted the adoption level of the autocratic classroom management style. The findings were discussed in relation to the existing literature, and several recommendations were made based on the results.

Student engagement in junior high school, particularly among Grades VII and VIII students, remains limited due to conventional teaching practices. This study examines the effectiveness of gamified sociocollaborative learning in enhancing cognitive, affective, and behavioral engagement. Using a mixed-methods sequential explanatory design, qualitative data from interviews and observations informed a quantitative survey of 72 students in Pasaman Regency. Thematic and regression analyses show that integrating gamification elements with collaborative activities significantly increases student motivation, interaction, and active learning, with the strongest impact on cognitive engagement. The study concludes that gamified sociocollaborative learning is an effective and innovative approach to improving student engagement at the junior high school level.

Abstract Youth with attention-deficit/hyperactivity disorder (ADHD) experience significant school functioning difficulties that may contribute to low school engagement. School engagement, a student’s behavioral, emotional, and cognitive commitment to school, promotes positive functional and health outcomes and reduces risk for poor outcomes across development. Despite strong evidence demonstrating the importance of school engagement for all youth, school engagement is understudied in youth with ADHD, despite the potential for targeted strategies promoting school engagement to reduce academic difficulties. In this multi-informant study, we examine sociodemographic (i.e., youth sex, race, and medication status; caregiver education) and key characteristics of ADHD (i.e., inattention, hyperactivity/impulsivity, emotion regulation problems, prosocial behaviors) in relation to school engagement (behavioral, emotional, and cognitive) among youth with ADHD. Participants were 150 fifth grade students ( M age = 10.65, 46.7% females 36.7% youth of color) diagnosed with ADHD. On average, youth with ADHD endorsed high levels of behavioral and moderate levels of emotional and cognitive school engagement. Results of a multivariate structural equation model showed prosocial behaviors were significantly independently positively associated with all dimensions of school engagement. Inattention was negatively independently associated with emotional engagement, and emotion regulation problems were negatively independently associated with behavioral engagement. Results indicated differential associations between sociodemographic variables with behavioral and cognitive engagement. Findings point to potential promotive and risk mechanisms for school engagement specifically among youth with ADHD.