Student engagement declines across adolescence: A meta‐analysis of longitudinal studies

Abstract Stage‐environment fit theory proposes that student engagement declines across adolescence as school environments increasingly fail to meet adolescents' developing psychological needs. Grounded in the stage‐environment fit perspective, the current study used a systematic search and meta‐analysis to examine the average change in student engagement in adolescence. Articles had to include longitudinal repeated measurements of student engagement in adolescence (age 10–18 years). Using eight search databases, we uncovered 1623 unique records. After a title and abstract screen, we retained 264 studies for full‐text screening. The final dataset included 125 studies containing 223 repeated measurements of engagement that allowed for computation of 544 effect sizes. Across the constructs of behavioural, emotional, cognitive and academic engagement, there was a general decline in engagement across adolescence (Δ = −0.09, p < 0.001). Engagement changed most negatively in earlier adolescence (b = 0.03, p < 0.001) and for adolescents experiencing a school transition (b = −0.15, p < 0.01). Change in engagement was not impacted by study date of publication, the type of engagement measured, nor by adolescent gender. Context and implications Rationale for this study: Stage‐environment fit theory proposes that student engagement declines across adolescence. A meta‐analysis of changes in student engagement is needed to test this assumption across studies. Why the new findings matter: This meta‐analysis produces conclusive evidence that, on average, student engagement declines across adolescence. This is the first synthesis of the international literature on this topic. Implications for research and practice: The main finding that student engagement declines across diverse samples and contexts provides a basis for further research into the fundamental developmental and educational mechanisms behind change in student engagement. Educators and educational policymakers should note that transitions in early adolescence are likely to precipitate and deepen declines in student engagement.