Associations among Classroom Emotional Processes, Student Interest, and Engagement: A Convergent Validity Test

Autor/in	Mazer, Joseph P.
Titel	Associations among Classroom Emotional Processes, Student Interest, and Engagement: A Convergent Validity Test
Quelle	In: Communication Education, 66 (2017) 3, S.350-360 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0363-4523
DOI	10.1080/03634523.2016.1265134
Schlagwörter	Student Interests; Classroom Environment; Student Participation; Learner Engagement; Affective Behavior; Affective Measures; Emotional Adjustment; Factor Analysis; Factor Structure; Cognitive Psychology; Schematic Studies; Correlation; Construct Validity; Undergraduate Students; Likert Scales; Psychometrics + Suchen Sie Ihr Suchwort? Studieninteresse; Klassenklima; Unterrichtsklima; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Affective disturbance; Active behaviour; Affektive Störung; Emotionale Anpassung; Faktorenanalyse; Faktorenstruktur; Kognitive Psychologie; Schematheorie; Korrelation; Likert-Skala; Psychometry; Psychometrie
Abstract	The results of this study compile convergent validity evidence for the Student Interest Scale and Student Engagement Scale through associations among emotional support, emotion work, student interest, and engagement. Confirmatory factor analysis indicates that the factor structures of the measures are stable, reliable, and valid. The results indicate positive relationships among emotional support and students' emotional and cognitive interest and engagement and inverse associations among students' emotion work, interest, and engagement, providing evidence for convergent validity. Theoretical and pedagogical implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01