Measuring cognitive and psychological engagement: Validation of the Student Engagement Instrument

By James J. Appleton, S. Christenson, Dongjin Kim, Amy L. Reschly. 2006

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View Paper: https://www.semanticscholar.org/paper/b75e94d2b63c5ebc685e12656b802ccd487560e4

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Citations in the corpus

Engaging students emotionally: the role of emotional intelligence in predicting cognitive and affective engagement in higher education (2017, methodology): “While TEI centres on students’ judgements of their own feelings, behaviours and emotional reactions, the affective component of the SEI requires assessments of how others (e.g., parents, teachers, peers) view and support them (Appleton et al., 2006).”
Learner Engagement in Blended Learning Environments: A Conceptual Framework (2019, background): “Appleton et al. (2006) proposed moving beyond academic and behavioral indicators to focus on “the underlying cognitive and psychological needs of students” (p. 430).”
The Measurement of Student Engagement: A Comparative Analysis of Various Methods and Student Self-report Instruments (2012, methodology): “Differences between the terms were raised in a prior review of the literature (see Appleton et al., 2006 , for more discussion).”
A study of the factorial invariance of the Student Engagement Instrument (SEI): Results from middle and high school students (2010, methodology): “The first study of the SEI included a thorough discussion of the theoretical model that was the basis for item content development for measuring the specific subtypes of cognitive and affective/ psychological engagement discussed in the literature (Appleton et al., 2006).”
Finding the Humanity in the Data: Understanding, Measuring, and Strengthening Student Engagement (2012, neutral): “…student achievement (Appleton et al., 2008 ; Finn, 1993 , Furrer & Skinner, 2003 ; Klem & Connell, 2004 ) , positive classroom and school climate (Appleton et al., 2006 ; Cohen, McCabe, Michelli, & Pickeral, 2009 ; Newmann et al., 1992 ) , and effective instructional practices (Mant, Wilson, &…”
Opportunities to Learn for Students With Extensive Support Needs: A Context of Research-Supported Practices for All in General Education Classes (2017, methodology): “Although definitions of engagement vary, we use the more holistic construct suggested by Appleton et al. (2006) and use his four general categories for thinking about student engagement.”