International Journal of Educational Investigations Available online @ www.ijeionline.com 2015 (November), Vol.2, No.11: 1-17 ISSN: 2410-3446 Student Engagement: Associations with Teachers and Peers as Motivators Marilou B. Francisco 1 , Richard DLC Gonzales 2 *, Marie Ann S. Vargas 2 1. Ateneo de Manila University, Quezon City, Philippines 2. University of Santo Tomas, Manila, Philippines *Corresponding Author’s Email: r-gonzales@consultant.com Abstract – The construct on student engagement is increasingly prevalent in the field of education serving as the foundation of dropout prevention and high school reform initiatives. The purpose of the study is to examine the predictive relationships between relationships motivation and student engagement by The Student Engagement Instrument (SEI), Relationships Motivation Scale (REMO), and the Student’s Information Sheet were administered to a sample of 1,014 high school students from selected private and public schools in Metro Manila. Six subscales of student engagement were considered: control and relevance of schoolwork, future aspirations and goals, and extrinsic motivation are considered cognitive engagement. Affective engagement included teacher-student relationships, family support for learning, and peer support for learning. Teachers, peers as motivators, and individual learning behavior were included in the subscales for Relationships Motivation Scale. Results generally indicated that there are significant relationships between the different factors of student engagement and relationship motivation. Subscales of the REMO significantly predicted cognitive and affective engagement after controlling for demographic variables. Based on the results, a proposed student engagement program is developed to promote higher levels of engagement in school. Keywords: student engagement, Student Engagement Instrument, relationship motivation, Relationship Motivation Scale (REMO) I. INTRODUCTION Educational psychology broadens its interest in the area of student engagement through the years. The concept of student engagement appears to resonate with educators who report that many students seem to be disinterested and uninvolved (Appleton, Christenson, Furlong, 2008). The construct has primarily has emerged in understanding school dropout and interventions had been addressed to prevent this type of school problem (Reschly & Christenson, 2006). The construct on engagement is important to promote school success and the necessary social skills needed in the world of work (Appleton, et al, 2008; Finn, 1989). Survey of literature on engagement presents multiple student engagement subtypes. These measurement and subtypes remains the subject of debates, measurement (Fredricks, 2011). Behavioral, emotional, and cognitive dimensions of engagement are common variables in engagement research and have been found to relate to numerous desirable academic and behavioral outcomes (Fredricks, Blumenfeld, & Paris, 2004).; Marks, 2000; Sinclair, Christenson, Evelo, & Hurley, 1998). In addition, theoretical work and intervention results suggest the importance of cognitive and