学生投入量表(SEI)的因子不变性研究:来自初高中学生的结果

SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2010-06-01 DOI:10.1037/A0020259

Joseph Betts, Amy L. Reschly

{"title":"学生投入量表(SEI)的因子不变性研究:来自初高中学生的结果","authors":"Joseph Betts, Amy L. Reschly","doi":"10.1037/A0020259","DOIUrl":null,"url":null,"abstract":"The construct of student engagement is increasingly prevalent in the field of education, serving as the foundation of dropout prevention and high school reform initiatives. The purpose of this study was to further examine 1 measure of student engagement, the Student Engagement Instrument (SEI), designed to measure 2 subtypes of student engagement: cognitive and affective. This research extended the initial validation work on the SEI by examining score reliability and factorial invariance across grades and gender. Students (N 2,416) were sampled from school districts in the rural Southeast and Upper Midwest of the United States. Results indicated similar factor structure, equal score reliability, and similar latent factor relationships across all grades. Evidence supported the contention that the SEI may be used at the middle and high school levels to measure cognitive and affective subtypes of student engagement.","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"25 1","pages":"84-93"},"PeriodicalIF":0.0000,"publicationDate":"2010-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/A0020259","citationCount":"134","resultStr":"{\"title\":\"A study of the factorial invariance of the Student Engagement Instrument (SEI): Results from middle and high school students\",\"authors\":\"Joseph Betts, Amy L. Reschly\",\"doi\":\"10.1037/A0020259\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The construct of student engagement is increasingly prevalent in the field of education, serving as the foundation of dropout prevention and high school reform initiatives. The purpose of this study was to further examine 1 measure of student engagement, the Student Engagement Instrument (SEI), designed to measure 2 subtypes of student engagement: cognitive and affective. This research extended the initial validation work on the SEI by examining score reliability and factorial invariance across grades and gender. Students (N 2,416) were sampled from school districts in the rural Southeast and Upper Midwest of the United States. Results indicated similar factor structure, equal score reliability, and similar latent factor relationships across all grades. Evidence supported the contention that the SEI may be used at the middle and high school levels to measure cognitive and affective subtypes of student engagement.\",\"PeriodicalId\":48005,\"journal\":{\"name\":\"SCHOOL PSYCHOLOGY QUARTERLY\",\"volume\":\"25 1\",\"pages\":\"84-93\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2010-06-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1037/A0020259\",\"citationCount\":\"134\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"SCHOOL PSYCHOLOGY QUARTERLY\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1037/A0020259\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"SCHOOL PSYCHOLOGY QUARTERLY","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1037/A0020259","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}

引用次数: 134

摘要

学生参与的构建在教育领域越来越普遍，是预防辍学和高中改革举措的基础。本研究的目的是进一步检验学生参与的一种测量方法，学生参与工具(SEI)，旨在测量学生参与的两种亚型:认知和情感。本研究通过检查分数可靠性和跨年级和性别的因子不变性，扩展了对SEI的初步验证工作。学生(2416名)来自美国东南部和中西部北部农村地区的学区。结果显示各年级的因素结构相似，得分信度相等，潜在因素关系相似。有证据支持这样一种观点，即SEI可以用于初中和高中水平，以衡量学生参与的认知和情感亚型。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

A study of the factorial invariance of the Student Engagement Instrument (SEI): Results from middle and high school students

The construct of student engagement is increasingly prevalent in the field of education, serving as the foundation of dropout prevention and high school reform initiatives. The purpose of this study was to further examine 1 measure of student engagement, the Student Engagement Instrument (SEI), designed to measure 2 subtypes of student engagement: cognitive and affective. This research extended the initial validation work on the SEI by examining score reliability and factorial invariance across grades and gender. Students (N 2,416) were sampled from school districts in the rural Southeast and Upper Midwest of the United States. Results indicated similar factor structure, equal score reliability, and similar latent factor relationships across all grades. Evidence supported the contention that the SEI may be used at the middle and high school levels to measure cognitive and affective subtypes of student engagement.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

SCHOOL PSYCHOLOGY QUARTERLY PSYCHOLOGY, EDUCATIONAL-

自引率

0.00%

发文量

期刊介绍： The flagship scholarly journal in the field of school psychology, the journal publishes empirical studies, theoretical analyses, and literature reviews encompassing a full range of methodologies and orientations, including educational, cognitive, social, cognitive behavioral, preventive, dynamic, multicultural, and organizational psychology. Focusing primarily on children, youth, and the adults who serve them, School Psychology Quarterly publishes information pertaining to populations across the life span.