Conceptualization and Assessment of Adolescents’ Engagement and Disengagement in School
By Ming-Te Wang, Jennifer Fredricks, Feifei Ye, Tara Hofkens, Jacqueline Schall Linn. European Journal of Psychological Assessment, 2019
189 citations recorded by the source corpus.
Abstract. Increasing school engagement is critical for improving academic achievement and reducing dropout rates. In order to increase student engagement and identify those students who are most disengaged from school, we need to conceptualize and measure student engagement appropriately. This study used a mixed method sequential exploratory design to develop and validate a student survey measure of school engagement that reflects a multidimensional conceptualization of engagement. Psychometric tests were conducted with a large racially and socioeconomically diverse sample of 5th–12th graders in the United States ( N = 3,632). Findings demonstrated that a bifactor multidimensional model fit the data appropriately and provided evidence of measurement invariance, construct, and predictive validity. Results provided a psychometrically sound foundation for capturing the behavioral, emotional, cognitive, and social aspects of student engagement and disengagement in school.
Subfields: Clinical Psychology, Education
View Paper: https://www.semanticscholar.org/paper/84939b3d1eea027ca016f7917b08f71bb3e201cc
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Citations in the corpus
- All better than being disengaged: Student engagement patterns and their relations to academic self-concept and achievement (2020, background): “…as outlined, the consideration of the interplay of the three engagement dimensions is more and more recognized as a critical endeavor to understand the multifaceted nature of student engagement and students’ everyday experiences (Fredricks et al. 2004; Lawson and Lawson 2013; Wang et al. 2019).”