교육은 교사와 학생이 상호작용하여 완성해나가는 과정이라는 점을 고려할 때, 학생들의 자발적참여는 학생학습의 성공여부를 결정짓는 중요한 요소이다. 이에 본 연구에서는 학생의 효과적인 학습을 완성짓는 결정적 요인인 학생의 자발적참여를 향상시킬 수 있는 학생변인과 교사변인을 위계적선형모형을 사용하여 밝혀내었다. 연구 결과 학생수준에서는 여학생이 남학생보다, 보다 높은 사회경제적 지위를 가진 학생이 그렇지 않은 학생보다, 성적우수 학생이 그렇지않은 학생보다 자발적참여도가 높았다. 교사수준에서는 진정한수업과 수업내용의 난이도가 자발적참여도와 참여도 격차에 의미있는 영향을 미치는 것으로 나타났다.

Engagement has been regarded as a strong predictor of student dropout rate and achievement, and enhancing student engagement has been a challenge to educators over the past decade. The study explores how student engagement can be improved. Since teachers are the most influential beings to students, this research focuses teacher variables. The research question is "what student and teacher variables separately and interactively affect student engagement?" Since students were nested within a classroom, Hierarchical Linear Modeling(HLM) was used for this analysis. The results show that girls, high SES students, and higher achievers are significantly more engaged in academic activities. Black students are less engaged in school work than White students, while Asian and Hispanic students tend to be more engaged than White. Among teacher-level variables, a teacher's authentic instruction makes positive differences in student engagement. In other words, authentic instruction not only improves student engagement but also reduces the student engagement gap between higher and lower achievers. High content coverage widens the student engagement between higher and lower achievers, but it closes the student engagement gap between girls and boys. These findings suggest that a teacher's instruction makes differences in student engagement. For a further study, research on student engagement needs to include upper-level variables such as teachers, parents, and schools if significant teacher effects at the upper-level are considered.

Engagement has been regarded as a strong predictor of student dropout rate and achievement, and enhancing student engagement has been a challenge to educators over the past decade. The study explores how student engagement can be improved. Since teachers are the most influential beings to students, this research focuses teacher variables. The research question is "what student and teacher variables separately and interactively affect student engagement?" Since students were nested within a classroom, Hierarchical Linear Modeling(HLM) was used for this analysis. The results show that girls, high SES students, and higher achievers are significantly more engaged in academic activities. Black students are less engaged in school work than White students, while Asian and Hispanic students tend to be more engaged than White. Among teacher-level variables, a teacher's authentic instruction makes positive differences in student engagement. In other words, authentic instruction not only improves student engagement but also reduces the student engagement gap between higher and lower achievers. High content coverage widens the student engagement between higher and lower achievers, but it closes the student engagement gap between girls and boys. These findings suggest that a teacher's instruction makes differences in student engagement. For a further study, research on student engagement needs to include upper-level variables such as teachers, parents, and schools if significant teacher effects at the upper-level are considered.