Please use this identifier to cite or link to this item: http://hdl.handle.net/11067/4532
Title: Tests of factorial structure and measurement invariance for the Student Engagement Instrument: Evidence from middle and high school students in Portugal
Author: Moreira, Paulo Alexandre Soares
Advisor: Dias, Maria Adelaide
Keywords: Noivado
análise fatorial confirmatória
Português
Validade
Student Engagement Instrument
Issue Date: 2018
Publisher: Taylor & Francis Online
Abstract: 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.
Resumo: 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.
Description: Corresponding Author: Paulo A. S. Moreira, Pg. D., Instituto de Psicologia e de Ciências da Educacão, Universidade Lusíada—Norte (Porto), Porto, Portugal, Centro de Investigação em Psicologia para o Desenvolvimento, CIPD, Porto, Portugal paulomoreira@por.ulusiada.pt
Journal International Journal of School & Educational Psychology
Peer reviewed: yes
URI: http://hdl.handle.net/11067/4532
Other Identifiers: https://doi.org/10.1080/21683603.2017.1414004
Document Type: Article
Appears in Collections:[ULP-IPCE] Artigos

Files in This Item:
File Description SizeFormat 
artigo.pdf914,14 kBAdobe PDFThumbnail
View/Open


FacebookTwitterDeliciousLinkedInDiggGoogle BookmarksMySpace
Formato BibTex mendeley Endnote Logotipo do DeGóis Logotipo do Orcid 

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.