A Study of the Factorial Invariance of the Student Engagement Instrument (SEI): Results from Middle and High School Students

Autor/inn/en	Betts, Joseph E.; Appleton, James J.; Reschly, Amy L.; Christenson, Sandra L.; Huebner, E. Scott
Titel	A Study of the Factorial Invariance of the Student Engagement Instrument (SEI): Results from Middle and High School Students
Quelle	In: School Psychology Quarterly, 25 (2010) 2, S.84-93 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-3830
DOI	10.1037/a0020259
Schlagwörter	Educational Change; Dropout Prevention; Reliability; Factor Structure; Factor Analysis; Learner Engagement; Middle School Students; High School Students; Measures (Individuals); Scores; Gender Differences; Instructional Program Divisions; Rural Areas; Affective Behavior; School Districts; Minnesota; South Carolina + Suchen Sie Ihr Suchwort? Bildungsreform; Reliabilität; Faktorenstruktur; Faktorenanalyse; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Messdaten; Geschlechterkonflikt; Rural area; Ländlicher Raum; Affective disturbance; Active behaviour; Affektive Störung; School district; Schulbezirk
Abstract	The construct of student engagement is increasingly prevalent in the field of education, serving as the foundation of dropout prevention and high school reform initiatives. The purpose of this study was to further examine 1 measure of student engagement, the Student Engagement Instrument (SEI), designed to measure 2 subtypes of student engagement: cognitive and affective. This research extended the initial validation work on the SEI by examining score reliability and factorial invariance across grades and gender. Students (N = 2,416) were sampled from school districts in the rural Southeast and Upper Midwest of the United States. Results indicated similar factor structure, equal score reliability, and similar latent factor relationships across all grades. Evidence supported the contention that the SEI may be used at the middle and high school levels to measure cognitive and affective subtypes of student engagement. (Contains 5 tables and 2 footnotes.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10