The adolescents’ school engagement: Assessment of its dimensions
Abstract A topic that in the last years is getting relevance in school and students research is school engagement. This topic has been related, among other important constructs, with burnout of teachers and students, school performance, satisfaction with the school, behavioral disruption, goal orientation and motivational climate in the classroom, students-teachers relationships, and life satisfaction of the students. School engagement may be defined as the participation of the student in academic achievements, and it is understood as a multidimensional construct. The most repeated typology of dimensions recognizes three specific and overlapping dimensions: cognitive, behavioral, and emotional (affective). Frequently, education professionals have reported the lack of instruments to measure some students’ characteristics and psychosocial and behavioral variables in the classroom, as it is the case of school engagement. Recently, a fourth new dimension, personal agency, has been proposed (Reeve and Tseng, 2011). Veiga (2013) has been the first to present a self-report instrument, in Portuguese, to measure these four components, the Student Engagement Scale-4 dimensions (ses-4ds). Taken all this into account, the aim of this research was to study the reliability and validity of the aforementioned scale in two versions, Spanish and Portuguese, in large samples from the Dominican Republic and Angola. Results have shown a clear factor structure (after deleting two items), and adequate criterion-related and nomological validity. Accordingly, the ses-4d scale was considered a valid instrument to be applied in studies measuring school engagement of teenagers.
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http://dx.doi.org/10.1037/spq0000057
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http://dx.doi.org/10.1080/00220671.2013.807491
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http://dx.doi.org/10.1007/s10964-012-9857-5
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http://dx.doi.org/10.1016/j.cedpsych.2006.11.003
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http://dx.doi.org/10.1177/0734282914546287
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http://dx.doi.org/10.1037/a0031951
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http://dx.doi.org/10.1177/0748175614544545
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http://dx.doi.org/10.1348/000709905X52319
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http://dx.doi.org/10.1037/0022-0663.93.1.43
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http://dx.doi.org/10.1002/pits.20488
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http://dx.doi.org/10.3102/00346543059002117
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http://dx.doi.org/10.3102/00346543074001059
Glanville, J. L. y Wildhagen, T. (2007). The measurement of school engagement: Assessing dimensionality and measurement invariance across race and ethnicity. Educational and Psychological Measurement, 67 (6), 1019-1041.
http://dx.doi.org/10.1177/0013164406299126
González, M. T. y Porto, M. (2013). Programas de Cualificación Profesional Inicial: valoraciones e implicación de los alumnos en la Comunidad Autónoma de Murcia. Revista de Educación, Extraordinario, 210-235.
Graham, J. M. (2006). Congeneric and essentially tau-equivalent estimates of score reliability: What they are and how to use them. Educational and Psychological Measurement, 66, 930-944.
http://dx.doi.org/10.1177/0013164406288165
Hu, L. y Bentler, P. M. (1999). Cut-off criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55.
http://dx.doi.org/10.1080/10705519909540118
Jang, H.; Kim, E. U. y Reeve, J. (2012). Longitudinal test of Self-Determination Theory's motivation mediation model in a naturally occurring classroom context. Journal of Educational Psychology, 104 (4), 1175-1188.
http://dx.doi.org/10.1037/a0028089
Jang, H.; Reeve, J. y Deci, E. L. (2010). Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure. Journal of Educational Psychology, 102 (3), 588-600.
http://dx.doi.org/10.1037/a0019682
Jimerson, S. R.; Campos, E. y Greif, J. L. (2003). Toward an understanding of definitions and measures of school engagement and related terms. California School Psychologist, 8, 7-27.
http://dx.doi.org/10.1007/BF03340893
Kaplan, A. y Maehr, M. L. (2007). The contribution and prospects of goal orientation theory. Educational Psychology Review, 19, 141-184.
http://dx.doi.org/10.1007/s10648-006-9012-5
Kline, R. B. (1998). Principles and practice of structural equation modelling. New York: Guilford.
Korobova, N. y Starobin, S. S. (2015). A comparative study of student engagement, satisfaction, and academic success among international and American students. Journal of International Students, 5, 72-85.
Lam, S. F.; Jimerson, S.; Kikas, E.; Cefai, C.; Veiga, F. H.; Nelson, B. y Zollneritsch, J. (2012). Do girls and boys perceive themselves as equally engaged in school? The results of an international study from 12 countries. Journal of School Psychology, 50, 77-94.
http://dx.doi.org/10.1016/j.jsp.2011.07.004
Lam, S. F.; Jimerson, S.; Wong, B. P.; Kikas, E.; Shin, H.; Veiga, F. y Zollneritsch, J. (2014). Understanding and measuring student engagement in school: The results of an international study from 12 countries. School Psychology Quarterly, 9 (2), 213-232.
http://dx.doi.org/10.1037/spq0000057
Lee, J. S. (2014). The relationship between student engagement and academic performance: Is it a myth or reality? The Journal of Educational Research, 107 (3), 177-185.
http://dx.doi.org/10.1080/00220671.2013.807491
Li, Y. y Lerner, R. M. (2013). Interrelations of behavioral, emotional, and cognitive school engagement in high school students. Journal of Youth Adolescence, 42 (1), 20-32.
http://dx.doi.org/10.1007/s10964-012-9857-5
Martin, A. J. (2008). Enhancing student motivation and engagement: The effects of a multidimensional intervention. Contemporary Educational Psychology, 33, 239-269.
http://dx.doi.org/10.1016/j.cedpsych.2006.11.003
Martin, A. J.; Yu, K.; Papworth, B.; Ginns, P. y Collie, R. J. (2015). Motivation and engagement in the United States, Canada, United Kingdom, Australia, and China: Testing a multi-dimensional framework. Journal of Psychoeducational Assessment, 32 (2), 103-114.
http://dx.doi.org/10.1177/0734282914546287
Meece, J. L.; Anderman, E. M. y Anderman, L. H. (2006). Classroom goal structure, student motivation, and academic achievement. Annual Review of Psychology, 57, 487-503.
http://dx.doi.org/10.1146/annurev.psych.56.091103.070258
Meece, J. L.; Blumenfeld, P. C. y Hoyle, R. H. (1988). Students' goal orientation and cognitive engagement in classroom activities. Journal of Educational Psychology, 80, 514-523.
http://dx.doi.org/10.1037/0022-0663.80.4.514
Navarro, E.; Expósito, E.; López, E. y Thoilliez, B. (2014). epibi: Escala de Percepción de Indicadores de Bienestar Infantil. Validación del instrumento utilizando modelos politómicos de Rasch. Revista de Educación, 364, 39-65.
Nie, Y. y Lau, S. (2009). Complementary roles of care and behavioral control in classroom management: The self-determination theory perspective. Contemporary Educational Psychology, 34, 185-194.
http://dx.doi.org/10.1016/j.cedpsych.2009.03.001
Noddings, N. (2003). Happiness and education. Cambridge, uk: Cambridge University Press.
http://dx.doi.org/10.1017/CBO9780511499920
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