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Assessing student Engagement in School: Development and validation of a four-dimensional scale
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Resumo(s)
The problem statement: Student engagement in school has been conceptualized through three dimensions: affective, behavioural, and cognitive. Recent evidence suggests that personal agency could be added as a fourth dimension. The dimensionality of engagement has constituted a problem. Purpose of the study: To measure these dimensions of engagement in Portuguese schools, a new 20-items scale was developed, entitled Students´ Engagement in School Four-dimensional Scale, SES-
4DS. Research questions: Does the dimensionality of the students’ engagement in school contains four dimensions, not just three? Does the supposed four-dimensional scale present good psychometric qualities, such as internal consistency and external validity? Research methods: Its psychometric properties were examined with data from 685 sixth, seventh, ninth, and tenth graders. The analysis allowed to find a scale with 20 items that, with a high percentage of variance explained and good levels of reliability. In the study of external validity, the results in the SES-4DS appeared significantly related to the academic
achievement. Findings: The results permitted to find this scale presents psychometric qualities and can be used in research and psychoeducational practice, to assess the multidimensional students’ engagement in school. The future use of the SES-4DS is considered and proposed. This scale may be a useful opportunity for psychologists and teachers.
Descrição
This study is a product of the project PTDC/CPE-CED/114362/2009 – Student Engagement in School:
Differentiation and Promotion, financed by national funding through The Foundation for Science and Technology (FCT) from Portugal.
Palavras-chave
Student engagement in school Scale assessment Validation
Contexto Educativo
Citação
Veiga, F. H. (2016). Assessing student Engagement in School: Development and validation of a four-dimensional scale. Procedia - Social and Behavioral Sciences, 217, 813-819.