Tests of Factorial Structure and Measurement Invariance for the Student Engagement Instrument: Evidence from Middle and High School Students

Autor/inn/en	Moreira, Paulo A. S.; Dias, Maria Adelaide
Titel	Tests of Factorial Structure and Measurement Invariance for the Student Engagement Instrument: Evidence from Middle and High School Students
Quelle	In: International Journal of School & Educational Psychology, 7 (2019) 3, S.174-186 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Moreira, Paulo A. S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2168-3603
DOI	10.1080/21683603.2017.1414004
Schlagwörter	Learner Engagement; Middle School Students; High School Students; Foreign Countries; Adolescents; Factor Structure; Factor Analysis; Late Adolescents; Grade 7; Grade 8; Grade 9; Grade 10; Grade 11; Grade 12; Portugal + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Ausland; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Faktorenstruktur; Faktorenanalyse; Halbstarker; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12
Abstract	While past research has shown the Student Engagement Instrument (SEI) to be an adequate measure of school engagement, this self-report questionnaire currently exists as a number of different versions, each comprising various subsets of the original 35 items. The first objective of this study was to use confirmatory factor analysis to assess the fit of different factorial structures with data acquired from 1,229 Portuguese adolescents in the 7th to 12th grades. Our second objective was then to test measurement invariance across gender and school year and to examine the psychometric properties of the factorial structure of the SEI with the best fit to our data. Our analyses revealed that the 15-item Brief-SEI structure fit our data best, and continued to fit the data well with the addition of two-higher order factors representing cognitive and psychological engagement. This higher-order model showed strict measurement invariance across gender and strong measurement invariance across school year. Internal consistency of the subscales was good and the subscales were correlated (albeit weakly) with academic performance. This study therefore provides a synthesis of current research on the SEI, and offers a validated instrument that is consistent with Appleton's theoretical conceptualization of student engagement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01