scholarly journals Tests of factorial structure and measurement invariance for the Student Engagement Instrument: Evidence from middle and high school students

2018 ◽  
Vol 7 (3) ◽  
pp. 174-186 ◽  
Author(s):  
Paulo A. S. Moreira ◽  
Maria Adelaide Dias
Keyword(s):  
High School ◽  
High School Students ◽  
Student Engagement ◽  
Measurement Invariance ◽  
Factorial Structure ◽  
School Students

A Comparative Analysis of Student Engagement in Career Academies and a Comprehensive High School

2019 ◽  
Vol 44 (2) ◽  
pp. 144-176 ◽  
Author(s):  
Edward Fletcher ◽  
Tony Xing Tan ◽  
Victor M. Hernandez-Gantes
Keyword(s):  
High School ◽  
High School Students ◽  
Student Engagement ◽  
Comprehensive School ◽  
Emotional Engagement ◽  
Career Academies ◽  
Comprehensive High School ◽  
Career Academy ◽  
School Students ◽  
Diverse Backgrounds

The purpose of this study was to compare the student engagement of career academy students to those at a traditional comprehensive high school. We operationalized student engagement using a multi-dimensional construct comprised of behavioral, cognitive, and emotional measures. Based on data from 669 career academy students and 614 comprehensive school students, we found that academy students had significantly higher levels of cognitive and emotional engagement than those at comprehensive schools. However, we found no statistically significant differences in the levels of behavioral engagement of academy students compared to comprehensive school students. Based on our findings, participation in the academy model has the potential to increase high school students' levels of cognitive and emotional engagement, particularly those from underrepresented and ethnically and racially diverse backgrounds.

scholarly journals An Italian adaptation of the Child-Adolescent Perfectionism Scale: Testing measurement invariance across grade levels and exploring associations with academic achievement

PLoS ONE ◽  
2021 ◽  
Vol 16 (8) ◽  
pp. e0255814
Author(s):  
Michele Vecchione ◽  
Mariacarolina Vacca
Keyword(s):  
High School ◽  
Academic Achievement ◽  
High School Students ◽  
Measurement Invariance ◽  
Italian Version ◽  
School Students ◽  
Dual Nature ◽  
Grade Levels ◽  
Confirmatory Factor ◽  
Scale Scores

This study aims to examine the properties of an Italian version of the Child-Adolescent Perfectionism Scale (CAPS), one of the most widely used instrument for the assessment of self-oriented (SOP) and socially-prescribed (SPP) perfectionism in young people. The study was conducted on two large samples of middle (n = 379, Mage = 11.31) and high school (n = 451, Mage = 15.21) students. Confirmatory factor analysis supported the expected three-factor structure, comprising SOP-Striving, SOP-Critical, and SPP. Multigroup analyses provided evidence of configural, metric, and (partial) scalar measurement invariance across grade levels. Structural invariance (i.e., the invariance of factor variances and covariances) was also established. The scale scores exhibited a differentiated pattern of relations with personality traits and academic achievement, as measured by school grades: SOP-Critical and SPP were positively related to neuroticism and have adverse effects on grades of middle and high school students, respectively. SOP-Striving, by contrast, was positively related to conscientiousness and predicted higher grades. The SOP-Striving-achievement relation was consistent across grade levels and held even after controlling for individual differences in conscientiousness and neuroticism. In sum, results from this study establish sound psychometric properties for an Italian version of the CAPS, providing support for the dual nature of self-oriented perfectionism among adolescents of different ages.

Perceived Teacher Autonomy Support and Self-Determination Skill Expression: Predictors of Student Engagement Among African American High School Students

2021 ◽  
pp. 009579842110091
Author(s):  
Janise S. Parker ◽  
Leandra Parris ◽  
Megan Lau ◽  
Angela Dobbins ◽  
Lauren Shatz ◽  
...  
Keyword(s):  
High School ◽  
African American ◽  
High School Students ◽  
Student Engagement ◽  
Autonomy Support ◽  
Female Students ◽  
Teacher Autonomy ◽  
Self Determination ◽  
School Students ◽  
Male And Female

This study explored how student engagement was related to perceived teacher autonomy support and self-determination skill expression among 145 Grades 9 through 12 African American high school students. First, we examined differences between male and female students’ engagement, perceived teacher autonomy support, and self-determination skill expression. Results indicated that male and female students did not report significant differences in the extent to which they were engaged in class, perceived their teachers as supporting their autonomy, and expressed indicators of self-determination. Second, regression analysis indicated that perceived teacher autonomy support and self-determination skill expression were significant, positive predictors of students’ engagement in class. An additional mediation model demonstrated that self-determination skill expression mediated the relationship between perceived teacher autonomy support and student engagement. Strategies for supporting African American high school students’ autonomy and self-determination skill expression are provided, as well as limitations and directions for future research.

scholarly journals CURRENT ISSUES OF MILITARY PHYSICAL TRAINING OF HIGH SCHOOL STUDENTS

2021 ◽  
pp. 8-16
Author(s):  
Gevorg Aghanyan
Keyword(s):  
High School ◽  
High School Students ◽  
Student Engagement ◽  
High School Student ◽  
Physical Training ◽  
Military Training ◽  
School Students ◽  
High Quality ◽  
Scientific Base ◽  
School Curricula

The observations and survey data entail issues pertaining to efficient and high quality organization and teaching of physical education and initial military training subjects. Assessment of teachers brought to the absence of up-to-date material, technical technical and scientific base, incomplete level of high school curricula, absence of specialized methodic literature, etc. Thus, in order to enhance high school student engagement in the mentioned subjects, teachers have made a variety of practical suggestions. They have emphasized the need to increase learning hours, to conduct qualification improving courses, to develop adequate high school curricula including extracurricular military-applied activities.

Assessment With Microworlds using MicroDYN: Measurement Invariance and Latent Mean Comparisons

2014 ◽  
Vol 30 (4) ◽  
pp. 304-314 ◽  
Author(s):  
Samuel Greiff ◽  
Sascha Wüstenberg
Keyword(s):  
High School ◽  
High School Students ◽  
University Students ◽  
Measurement Invariance ◽  
Junior High School ◽  
Assessment Instrument ◽  
Dimensional Structure ◽  
Assessment Instruments ◽  
School Students ◽  
Latent Means

Computer-simulated microworlds have witnessed significant international interest over the last decades as assessment vehicles for complex mental skills. This interest strongly contrasts to what is currently known about measurement characteristics of microworlds. In this study measurement invariance and latent means of the MicroDYN measure, a computer-based assessment instrument containing an entire set of dynamic microworlds, were examined in four German subsamples of junior high school students in 8th–10th grade (n = 309), senior high school students in 11th–13th grade (n = 484), university students (n = 222), and blue-collar workers (n = 181). The findings support satisfactory measurement invariance of a two-dimensional structure of the MicroDYN measure with the dimensions knowledge acquisition and knowledge application across all samples, and yield meaningful comparisons between latent means with university students performing best. It is suggested to further explore measurement characteristics of computer-simulated microworlds to fully exploit their potential as means of modern assessment instruments. Implications and limitations are discussed.

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