Measuring cognitive and psychological engagement: Validation of the student engagement instrument
Measuring cognitive and psychological engagement: Validation of the student engagement instrument
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DOI：
10.1016/j.jsp.2006.04.002
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发表时间：
2006-10-01
影响因子：
5
通讯作者：
Reschly, Amy L.
中科院分区：
文献类型：
--
作者：
Appleton, James J.;Christenson, Sandra L.;Reschly, Amy L.
通过对相关文献的回顾，构建了一个自我报告工具，该工具旨在测量学生对学校的两种类型的投入：认知投入和心理投入。这一测量工具--学生参与量表(SEI)的心理测量学特性是根据1931名来自不同种族和经济背景的城市学生的回答进行评估的。在数据集的一半上使用探索性因素分析(EFA)获得因素结构，在数据集的另一半上使用验证性因素分析(CFA)检查模型拟合。呈现最佳经验拟合度的模型由六个因素组成，这些因素与预期的教育结果相关。在开发SEI的迭代过程中，建议进行进一步的研究，并讨论了这些发现的含义。(C)2006年学校心理研究学会。爱思唯尔有限公司出版。保留所有权利。
A review of relevant literatures led to the construction of a self-report instrument designed to measure two subtypes of student engagement with school: cognitive and psychological engagement. The psychometric properties of this measure, the Student Engagement Instrument (SEI), were assessed based on responses of an ethnically and economically diverse urban sample of 1931 ninth grade students. Factor structures were obtained using exploratory factor analyses (EFAs) on half of the dataset, with model fit examined using confirmatory factor analyses (CFAs) on the other half of the dataset. The model displaying the best empirical fit consisted of six factors, and these factors correlated with expected educational outcomes. Further research is suggested in the iterative process of developing the SEI, and the implications of these findings are discussed. (c) 2006 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.