Fostering Student Engagement Through Academic Interest: Understanding Its Central Role in Belonging and Participation in High School

This study investigated the relationship between academic interest and student engagement among Senior Three (S.3) students in selected secondary schools within Wakiso District, Uganda. It focused on how intrinsic motivation affects the cognitive, emotional, and behavioural aspects of learning, especially the sense of belonging and participation. Guided by engagement theory and Hidi and Renninger’s four-phase model of interest development, the research used a quantitative correlational design. Data were collected through structured questionnaires given to a sample of 297 students, chosen using a proportionate stratified random sampling method. Pearson’s correlation analysis showed significant positive relationships between academic interest and overall engagement (r = .605, p < .01), sense of belonging (r = .543, p < .01), and participation (r = .480, p < .01). Stronger correlations were also found between sense of belonging and engagement (r = .862, p < .01), and between participation and engagement (r = .836, p < .01). These results highlight the important role of academic interest in encouraging meaningful school engagement. The study recommends promoting student interest through learner-centred teaching, relevant curricula, and inclusive learning environments. The implications for educational practice and policy emphasise the importance of academic interest as a key factor in increasing engagement and improving academic outcomes