Interest in student engagement, including behavioral, cognitive, and affective components, stems from its association with meaningful academic and social-emotional outcomes, its amenability to intervention, and its relevance for all students across the span of schooling. While there is a lack of consensus on a precise operationalization of engagement and subtypes within student engagement, its potential to inform educational reform and intervention holds significant implications for both scholars and practitioners. This dissertation aimed to address two identified areas in the student engagement literature warranting further exploration. Specifically, additional person-centered studies of student engagement are needed to facilitate our understanding of how and which students become more or less engaged. The first study explored profiles of student engagement in a sample of high school students through the use of latent profile analysis. Results suggested a five-cluster model best fit the data, resulting in Highly Engaged, Minimally Engaged, Disengaged, Moderately Burned Out, and Highly Disengaged/ Burned Out groups. Analyses revealed that gender and grade level were significantly associated with the five-cluster model and that interactions between cluster membership, gender, and grade level impacted student grade point average one year later. Additional research is needed to examine the relationship between engagement and disaffection and the importance of distinct measurement of these constructs. Therefore, the second study aimed to clarify the conceptualization of engagement and disaffection by piloting disaffection items alongside the Student Engagement Instrument (SEI) within a sample of middle school students. Results supported the need to theoretically and psychometrically distinguish student engagement and disaffection, as identified engagement and disaffection factors demonstrated differential correlations to education outcomes such as achievement test scores, discipline referrals, and absences. Directions for future research and limitations of the current studies are discussed.