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.

scholarly journals Development of a Chinese College Students' Attitudes Toward Sexual Swear Words Scale

2021 ◽  
Vol 12 ◽  
Author(s):  
Ying Wei ◽  
Qingsong Chen
Keyword(s):  
College Students ◽  
Factor Analysis ◽  
Item Analysis ◽  
Reliability And Validity ◽  
Preliminary Test ◽  
Good Reliability ◽  
Chinese College Students ◽  
Students Attitudes ◽  
Validity Tests ◽  
And Behavior

Sexual swear words are frequently used and considered vulgar and controversial in Chinese. The study of attitude is not only an important part of the study of swear words, but is also an important way for predicting their use. To date, few independent studies have been conducted on Chinese sexual swear words; those that have been conducted mostly focus on language ontology rather than language use. The studies have mainly used qualitative research methods, with a lack of empirical analysis and use of measurement tools. It is feasible and necessary to study college students as the object of sexual swear words because of the prevalence of “Zu'an culture” and the abuse of sexual swear words. Based on the current research status of Chinese swear words and the context of using swear words on campus, this paper combines the research of linguistic differences in swearing, psychological theories, and social science measurement theories and uses SPSS and Mplus statistical software to develop Chinese college students' attitudes toward Sexual Swear Words Scale. The participants consist of students from Zhejiang Normal University and other universities. A total of 262 college students participated in the preliminary test. Through item analysis and exploratory factor analysis, the formal scale was formed. A total of 608 college students were formally tested, and confirmatory factor analysis, reliability, and validity tests were carried out to produce the final scale. The scale contains three subscales: Cognition (17 items), Affection (17 items), and Behavior Tendency (15 items). The results show that each subscale model fits well, has good reliability and validity, and can be used as an important tool to measure attitudes of Chinese college students toward sexual swear words.

Social media use and college students' academic performance: Student engagement as a mediator

2021 ◽  
Vol 49 (10) ◽  
pp. 1-8
Author(s):  
Xin Su ◽  
Jiatao Huang
Keyword(s):  
College Students ◽  
Social Media ◽  
Academic Performance ◽  
Student Engagement ◽  
Media Use ◽  
Social Media Use ◽  
Future Directions ◽  
Chinese College Students ◽  
Mediating Role ◽  
The Social

We investigated the relationships between students' social media use, engagement, and academic performance, proposing that student engagement would mediate the social media use–academic performance relationship. Using survey data from 307 Chinese college students, we found that student engagement played a mediating role in the link between social media use and academic performance. In addition, the results show that the direct effect of social media use by college students on their academic performance was nonsignificant. Our results contribute to knowledge of the relationships between social media use, student engagement, and academic performance in a Chinese higher educational context. They also provide educators with meaningful implications for improving students' academic performance. Future directions for research are discussed.

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