Development and Validation of Student Engagement Scale in the Indian Context

In academic achievement, student engagement is considered a prime factor to enhance motivation among students. Student engagement is a constructive approach that refers to the level of concentration, inquisitiveness, and enthusiasm that students demonstrate when they learn. The study aims to elucidate the development of a three-dimensional construct of student engagement based on psycho-education oriented measures such as behavioural, cognitive and emotional engagement. Data from 470 students studying in science, humanities, and engineering streams from different universities of Punjab, was collected via random sampling technique. The factor analysis of the scale reveals that 31 items had three factors, behavioural, cognitive, and affective engagement. Good internal reliability (????=0.889) and adequate convergent and discriminant validities are reported, which establishes good psychometric properties of the scale.

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

Journal of Psychoeducational Assessment ◽

10.1177/0734282917697618 ◽

2017 ◽

Vol 36 (7) ◽

pp. 694-708 ◽

Cited By ~ 7

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.

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Higher Education Student Engagement Scale

PsycTESTS Dataset ◽

10.1037/t77509-000 ◽

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

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A Negative Actor Engagement Scale for Online Knowledge-Sharing Platforms

Australasian Marketing Journal ◽

10.1177/18393349211022044 ◽

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.

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Student Engagement Scale

PsycTESTS Dataset ◽

10.1037/t45975-000 ◽

2015 ◽

Author(s):

Selim Gunuc ◽

Abdullah Kuzu

Keyword(s):

Student Engagement ◽

Engagement Scale

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Student Engagement Scale

Communication Research Measures III ◽

10.4324/9780203730188-66 ◽

2019 ◽

pp. 470-473

Author(s):

Nicholas T. Tatum

Keyword(s):

Student Engagement ◽

Engagement Scale

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Development and Validation of an Empirical Model-based Instrument to Measure Empathy-driven Organizational Cultures in Indian Schools

Management and Labour Studies ◽

10.1177/0258042x20939016 ◽

2020 ◽

Vol 45 (4) ◽

pp. 471-499

Author(s):

Debarshi Roy

Keyword(s):

Factor Analysis ◽

Organizational Culture ◽

Confirmatory Factor Analysis ◽

Indian Schools ◽

Indian Context ◽

Confirmatory Factor ◽

Reliable Instrument ◽

Valid Instrument ◽

Development And Validation ◽

Core Construct

It has been widely acknowledged that empathy plays an important role in school education, but empathy as a part of school organizational culture has not been extensively studied in the Indian context. This study explores empathy as the driver for school organizational culture and strives to create a platform for school organizational designs with empathy as the core construct. The study was conducted with two main objectives: (a) to establish and validate a model of empathy-driven school organizational culture and (b) to develop a valid and reliable instrument to measure organizational empathy in Indian schools. A random sample of 441 students participated in the study. The empathy-driven model was validated through exploratory and confirmatory factor analysis. A part of the questionnaire used for the first part of the study was used for the second part as an independent instrument and validated through confirmatory factor analysis. The instrument was further validated for convergent, discriminant and concurrent validity. Thus, a model for empathy-driven school organizations was validated and a reliable and valid instrument for measuring empathy-driven cultures in schools was developed.

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