Examining the Measure of Student Engagement in the Classroom using the bifactor model: Increased validity when predicting misconduct at school.

Autor/inn/en	Dierendonck, Christophe; Milmeister, Paul; Kerger, Sylvie; Poncelet, Débora
Titel	Examining the Measure of Student Engagement in the Classroom using the bifactor model: Increased validity when predicting misconduct at school. Gefälligkeitsübersetzung: Untersuchung des eines Messinstruments für schulisches Engagement im Unterricht mittels des bifaktoriellen Modells: Erhöhte Validität bei der Vorhersage von Fehlverhalten in der Schule.
Quelle	In: International journal of behavioral development, 44 (2020) 3, S. 279-286Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0165-0254; 1464-0651
DOI	10.1177/0165025419876360
Schlagwörter	Faktorenstruktur; Fragebogen; Validität; Verhalten; Sekundarbereich; Schüler; Langeweile; Unterricht; Messung; Engagement; Ausbildung; Modell; Vorhersage
Abstract	Few studies have used exploratory factor analysis (EFA) and exploratory bifactor factor analysis (EBFA) to define a baseline factor structure model checking the construct-relevant psychometric multidimensionality of student engagement. This study was conducted on a sample of 3,374 students in France, Wallonia-Brussels Federation, and Luxembourg by using EFA and EBFA, and by comparing four confirmatory factor models of student engagement in the classroom. Results indicated the relevance of a bifactor model to disentangle general and specific factors of student engagement in the classroom in relation with student misconduct at school. The study suggests that if student engagement is principally a unidimensional construct, specific latent dimensions also exist (e.g., specific boredom behaviors) that have a substantive value and must be specified to increase quality of measurement and predictive validity. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2025/2