The Schoolwork Engagement Inventory: Factorial Structure, Measurement Invariance by Gender and Educational Level, and Convergent Validity in Secondary Education (12-18 Years)

Autor/inn/en	García-Ros, Rafael; Pérez-González, Francisco; Tomás, José M.; Fernández, Irene
Titel	The Schoolwork Engagement Inventory: Factorial Structure, Measurement Invariance by Gender and Educational Level, and Convergent Validity in Secondary Education (12-18 Years)
Quelle	In: Journal of Psychoeducational Assessment, 36 (2018) 6, S.588-603 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/0734282916689235
Schlagwörter	Learner Engagement; Measures (Individuals); Factor Structure; Secondary School Students; Foreign Countries; Homework; Test Reliability; Test Validity; Educational Trends; Gender Differences; Independent Study; Metacognition; Learning Strategies; Self Efficacy; Test Anxiety; Spain + Suchen Sie Ihr Suchwort? Messdaten; Faktorenstruktur; Sekundarschüler; Ausland; Hausaufgabe; Testreliabilität; Testvalidität; Bildungsentwicklung; Geschlechterkonflikt; Selbststudium; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Self-efficacy; Selbstwirksamkeit; Examination phobia; Testangst; Prüfungsangst; Spanien
Abstract	This study analyzes the dimensionality, reliability, metric invariance, and convergent validity of the Schoolwork Engagement Inventory (SEI) in secondary education. Participants in the study were 679 students in compulsory and post-compulsory secondary education in a large city in Eastern Spain during the 2014-2015 academic year. Confirmatory factor analysis (CFA) showed that the one-factor model of the SEI is superior to the other alternative models considered, providing an overall schoolwork engagement score in this educational stage. Reliability was also adequate and the instrument was found to be invariant by gender and educational level. Latent mean comparisons revealed a significant decline in schoolwork engagement throughout secondary compulsory education, and returning to higher levels in post-compulsory secondary education. A CFA also showed SEI's convergent validity with self-regulated learning, given its direct relationship with metacognitive strategies and self-efficacy for learning, and its inverse relationship with test anxiety. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01