The measurement of school engagement - Assessing dimensionality and measurement invariance across race and ethnicity
The measurement of school engagement - Assessing dimensionality and measurement invariance across race and ethnicity
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DOI：
10.1177/0013164406299126
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发表时间：
2007-12-01
影响因子：
2.7
通讯作者：
Wildhagen, Tina
中科院分区：
文献类型：
--
作者：
Glanville, Jennifer L.;Wildhagen, Tina
本研究的目的是：（a）评估先前使用1988年国家教育纵向研究（NELS：88）的研究中对学校参与的测量，（B）系统地开发一个改进的学校参与测量模型，（c）检查该模型在种族和民族群体中的测量不变性。验证性因素分析的结果表明，学校参与应该作为一个多维度的概念来衡量。一个高阶测量模型，其中行为和心理参与是影响几个子维度的二阶潜变量是一致的数据。一系列多组分析的结果表明，该测量模型具有测量不变性的白色，非洲裔美国人，拉丁美洲人和亚洲学生。因此，比较这些群体之间参与各方面的影响是适当的。研究结果显示验证性因素分析对于增进对学校参与的了解与测量具有优势。
The purposes of this study were to (a) assess the measurement of school engagement in prior research that used the National Educational Longitudinal Study of 1988 (NELS:88), (b) systematically develop an improved measurement model for school engagement, and (c) examine the measurement invariance of this model across racial and ethnic groups. Results from confirmatory factor analyses indicated that school engagement should be measured as a multidimensional concept. A higher order measurement model in which behavioral and psychological engagement are second-order latent variables that influence several subdimensions is consistent with the data. Results from a series of multiple group analyses indicated that the proposed measurement model exhibits measurement invariance for White, African American, Latino, and Asian students. Therefore, it is appropriate to compare the effects of the dimensions of engagement across these groups. The results demonstrate the advantages of confirmatory factor analysis for enhancing the understanding and measurement of school engagement.