The development and validation of the student engagement scale in an Ethiopian university context

2017 ◽  
Vol 37 (1) ◽  
pp. 188-205 ◽  
Author(s):  
Tefera Tadesse ◽  
Catherine E. Manathunga ◽  
Robyn M. Gillies
Keyword(s):  
Student Engagement ◽  
Development And Validation ◽  
Engagement Scale

Assessing College Student Engagement: Development and Validation of the Student Course Engagement Scale

2017 ◽  
Vol 36 (7) ◽  
pp. 694-708 ◽  
Author(s):  
Shu-Hui Lin ◽  
Yun-Chen Huang
Keyword(s):  
College Students ◽  
Student Engagement ◽  
Good Reliability ◽  
Chinese College Students ◽  
Five Factors ◽  
Course Engagement ◽  
Gender Groups ◽  
Development And Validation ◽  
Quality Learning ◽  
Engagement Scale

Student engagement appears to be associated with high-quality learning outcomes. Thus, it is important to measure whether students are engaging effectively in class. This article describes the development and validation of a measure of student engagement named the Student Course Engagement Scale (SCES). Exploratory and confirmatory analyses were conducted on two independent samples ( n = 543 and n = 893, respectively) of Taiwanese college students. The resultant 20-item SCES demonstrated good reliability and factorial validity as well as being correlated positively with other engagement measures. The results also confirm the measurement invariance of the five-factors SCES across different gender groups. This instrument provides a practical and valuable tool for assessing course engagement among Chinese college students.

Higher Education Student Engagement Scale

2019 ◽  
Author(s):  
Karen C. H. Zhoc ◽  
Beverley J. Webster ◽  
Ronnel B. King ◽  
Johnson C. H. Li ◽  
Tony S. H. Chung
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Education Student ◽  
Engagement Scale

A Negative Actor Engagement Scale for Online Knowledge-Sharing Platforms

2021 ◽  
pp. 183933492110220
Author(s):  
Loic Pengtao Li ◽  
Catherine Frethey-Bentham ◽  
Biljana Juric ◽  
Roderick J. Brodie
Keyword(s):  
Social Anxiety ◽  
Knowledge Sharing ◽  
Word Of Mouth ◽  
Negative Word ◽  
Measurement Instruments ◽  
First Order ◽  
Development And Validation ◽  
Positive Engagement ◽  
The Relationship ◽  
Engagement Scale

Prior research shows that negative engagement is conceptually different from positive engagement, and necessitates further understanding and measurement instruments. This study reports a series of four studies leading to conceptualization, development, and validation of a negative actor engagement scale for online knowledge-sharing platforms. An online learning service platform Piazza is chosen as the research context, where learners engage intensively in knowledge-sharing with one another as well as instructors. We conceptualize negative engagement as actors’ negative engagement dispositions (i.e., negative emotions and cognitions) during interactions on the platform. Negative engagement disposition is shown to be a second-order formative construct comprising four first-order reflective constructs—annoyance, social anxiety, failed expectations, and futility. The relationship between negative engagement disposition and its behavioral consequence of negative word-of-mouth is established. This is the first study to conceptualize and operationalize negative actor engagement.

Student Engagement Scale

2015 ◽  
Author(s):  
Selim Gunuc ◽  
Abdullah Kuzu
Keyword(s):  
Student Engagement ◽  
Engagement Scale

scholarly journals Validation of Measures of Academic Self-Handicapping Behavior and Student Engagement on Muslim University Students

2015 ◽  
Vol 3 (2) ◽  
pp. 131-163
Author(s):  
Hafsa Mzee Mwita ◽  
Syed Alwi Shahab
Keyword(s):  
Student Engagement ◽  
Cognitive Engagement ◽  
Reciprocal Relationship ◽  
The Self ◽  
Emotional Engagement ◽  
Validity And Reliability ◽  
Muslim Population ◽  
Confirmatory Factor ◽  
Components Analysis ◽  
Engagement Scale

As a preliminary step to studying the reciprocal relationship between student engagement and academic self-handicapping, the present study had the aim of validating two key instruments on the target non-western population. The two instrruments in question were 1)  the Self-Handicapping Questionnaire (SHQ 2011), and 2) the Student Engagement Questionnaire (SEQ 2011)  which consists of i) the Emotional Engagement Scale, ii) the Behavioral Engagement Scale, and iii) the Cognitive Engagement Scale. We wanted to discover the psychometric properties of these instruments when used on an Asian  Muslim population, in a predominantly Muslim setting. Principal Components Analysis (PCA) and Confirmatory Factor Analysis (CFA) were employed. Results indicated that both measures had adequate validity and reliability when used on a Muslim population.   Abstrak:     Kajian ini bertujuan untuk mengesahkan dua instrumen utama atas penduduk sasaran - bukan Barat sebagai langkah awal untuk mempelajari hubungan timbal balik antara penglibatan pelajar dan kelakuan akademik handicapping diri. Dua instrumen tersebut adalah 1) Soal selidik Self-Handicapping (SHQ 2011), dan 2) soal selidik penglibatan pelajar (SEQ 2011) yang terdiri daripada i) skala penglibatan emosi, ii) skala penglibatan tingkah laku dan kognitif, dan iii) skala penglibatan. Penyelidik ingin mengetahui ciri-ciri psikometrik instrumen-instrumen tersebut apabila digunakan ke atas umat Islam di Asia, dalam suasana yang kebanyakannya beragama Islam. Analisis komponen utama (PCA) dan analisis faktor pengesahan (CFA) telah digunakan. Keputusan menunjukkan bahawa kedua-dua instrumen memenuhi keesahan dan kebolehpercayaan apabila digunakan ke atas penduduk Islam. 

scholarly journals Mathematics Graduate Student Instructor Observation Protocol (GSIOP): Development and Validation Study

2019 ◽  
Vol 6 (2) ◽  
pp. 186-212
Author(s):  
Kimberly Cervello Rogers ◽  
Robert Petrulis ◽  
Sean P. Yee ◽  
Jessica Deshler
Keyword(s):  
Factor Analysis ◽  
Student Engagement ◽  
Exploratory Factor Analysis ◽  
Graduate Student ◽  
Internal Consistency ◽  
Interrater Reliability ◽  
Scree Plot ◽  
Observation Protocol ◽  
Development And Validation ◽  
Student Instructor

AbstractThis paper presents the development and validation of the 17-item mathematics Graduate Student Instructor Observation Protocol (GSIOP) at two universities. The development of this instrument attended to some unique needs of novice undergraduate mathematics instructors while building on an existing instrument that focused on classroom interactions particularly relevant for students’ development of conceptual understanding, called the Mathematical Classroom Observation Protocol for Practices (MCOP2). Instrument validation involved content input from mathematics education researchers and upper-level mathematics graduate student instructors at two universities, internal consistency analysis, interrater reliability analysis, and structure analyses via scree plot analysis and exploratory factor analysis. A Cronbach-Alpha level of 0.868 illustrated a viable level for internal consistency. Crosstabulation and correlations illustrate high level of interrater reliability for all but one item, and high levels across all subsections. Collaborating a scree plot with the exploratory factor analysis illustrated three critical groupings aligning with the factors from the MCOP2 (student engagement and teacher facilitation) while adding a third factor, lesson design practices. Taken collectively, these results indicate that the GSIOP measures the degree to which instructors’ and students’ actions in undergraduate mathematics classrooms align with practices recommended by the Mathematical Association of America (MAA) using a three-factor structure of teacher facilitation, student engagement, and design practices.

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