Deconstructing Learner Engagement: An Expanded Construct Model for Higher Education Learners

Despite the unanimous agreement regarding positive outcomes of learner engagement, theorists and researchers draw attention to disparate conceptualizations structural models “engagement” construct. The present study, in this respect, attempts contribute development a theoretical framework by suggesting multidimensional overarching model for assessing higher education engagement. Following descriptive research design, study reports initial construction validation results. findings show significant differences from earlier indicating five-dimension model: academic-functional, cognitive, meta-cognitive, collaborative-social, collaborative- academic While metacognitive engagement indicators form distinct but integral dimension construct, social displays an idiosyncratic structure, implying that nature construct has situated nature. Pedagogical implications are discussed based on validated.