Utilize este identificador para referenciar este registo: http://hdl.handle.net/11067/5718
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dc.contributor.authorMoreira, Paulo-
dc.contributor.authorDias, Maria Adelaide-
dc.date.accessioned2021-01-12T10:35:55Z-
dc.date.available2021-01-12T10:35:55Z-
dc.date.issued2018-
dc.identifierdoi: 10.1080/21683603.2017.1414004-
dc.identifier.citationMoreira, P., Dias, M. A. (2018), Tests of factorial structure and measurement invariance for the Student Engagement Instrument: Evidence from middle and high school students in Portugal. International Journal of School & Educational Psychology, 7(3). Retrieved from https://www.https://www.tandfonline.com/doi/full/10.1080/21683603.2017.1414004pt_PT
dc.identifier.urihttp://hdl.handle.net/11067/5718-
dc.descriptionCorresponding Author: Paulo Moreira, Centro de Investigação em Psicologia para o Desenvolvimento (CIPD), Universidade Lusíada - Porto, Rua Dr. Lopo de Carvalho, 4369-006,Porto, Portugal, email: paulomoreira@por.ulusiada.pt-
dc.descriptionPublished article at: International Journal of School & Educational Psychology-
dc.description.abstractWhile 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 (Appleton et al., 2006). 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 which is consistent with Appleton’s theoretical conceptualization of student engagement.pt_PT
dc.language.isoengpt_PT
dc.publisherTaylor & Francis Online-
dc.relationFCT - Fundação para a Ciência e Tecnologiapt_PT
dc.relationFCT - Fundação para a Ciência e Tecnologia-
dc.rightsopenAccesspt_PT
dc.subjectEngagementpt_PT
dc.subjectConfirmatory factor analysispt_PT
dc.subjectPortuguesept_PT
dc.subjectValiditypt_PT
dc.subjectStudent Engagement Instrumentpt_PT
dc.titleTests of factorial structure and measurement invariance for the Student Engagement Instrument: Evidence from middle and high school students in Portugalpt_PT
dc.typearticlept_PT
dc.peerreviewedyespt_PT
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