scholarly journals Pengaruh Parent Autonomy Support terhadap School Engagement pada Siswa Kelas IV-VI SD “X” di Kota Bandung

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Clarissa Devina ◽  
Jane Savitri ◽  
Destalya Anggrainy Mogot Pandin
Keyword(s):  
Factor Analysis ◽  
School Engagement ◽  
Autonomy Support ◽  
Emotional Engagement ◽  
School Students ◽  
Reliability Score ◽  
Parental Autonomy Support ◽  
Confirmatory Factor ◽  
Parental Autonomy ◽  
Calculation Factor

261 students participated in this research. Questionnaire of Parent Autonomy Support based on the theory of Grolnick’s Parental Autonomy Support (2003) with reliability score of r = 0.714. The research also involved the use of Questionnaire of School Engagement based on Fredricks, Blumenfeld, and Paris’s theory (2004). Moreover, calculation factor analysis is performed using Confirmatory Factor Analysis (CFA). Based on the result, it is revealed that Parental Autonomy Support significantly affects school engagement (F = 33,637, r² = 0,115, ρ < 0,01). It also significantly affects the three components of school engagement, namely behavioral engagement (β = 0,235, r² = 0,055, ρ < 0,01), emotional engagement (β = 0,305, r² = 0,093, ρ < 0,01), and cognitive engagement (β = 0,317, r² = 0,100, ρ < 0,01). As a conclusion, Parental Autonomy Support gives an influence towards school engagement and its components. It is also advised that the school can create Psychoeducation for parents to develop their Parent Autonomy Support. Keywords: parent autonomy support, school engagement, 4-6 grade elementary school students

scholarly journals A Confirmatory Factor Analysis of a Newly Integrated Multidimensional School Engagement Scale

2008 ◽  
Author(s):  
Rosna Awang-Hashim ◽  
Azlina Murad Sani
Keyword(s):  
Factor Analysis ◽  
School Engagement ◽  
A Priori ◽  
Internal Consistency Reliability ◽  
Day Schools ◽  
School Students ◽  
First Order ◽  
Confirmatory Factor ◽  
Behavioural Engagement ◽  
Engagement Scale

Inconsistencies in measures of school engagement in the literature have called for a re-conceptualization of the school engagement construct. Although many researchers view school engagement as a multifaceted construct, to our knowledge, none of the available instruments have integrated all the important domains that represent its multifaceted nature. This study is our first attempt to examine the psychometric properties of a newly integrated Multidimensional School Engagement Scale (MSES). Data were gathered from 2,381 secondary school students, aged 14 to 16, from 40 day schools in northern Malaysia. Exploratory factor analysis and confirmatory factor analytic techniques were used to examine the instrument. Based on the available literature, we posited an a priori hypothesis that the scales could be explained by three first-order factors and one second-order factor. We used SPSS v.12 and AMOS 6.0 to analyze the data. Findings supported our hypothesis that the school engagement construct can be explained by three first-order factors and one hierarchical factor comprising cognitive engagement, behavioural engagement, and psychological engagement sub-scales. Findings also showed acceptable internal consistency reliability for the overall scale and the three specific sub-scales of adolescent school engagement.  

scholarly journals Mối liên hệ giữa sự ủng hộ tính tự chủ của cha mẹ đối với lòng tự trọng, niềm tin vào năng lực của bản thân, và cảm xúc ở học sinh THPT [The association between parental autonomy support and offsprings' self-esteem, self-efficacy, and affects among high school students]

2020 ◽  
Author(s):  
Bich Thi Bui ◽  
Thao Thi Hoang ◽  
Quang Ngoc Nguyen
Keyword(s):  
High School ◽  
High School Students ◽  
Self Efficacy ◽  
Autonomy Support ◽  
Self Esteem ◽  
School Students ◽  
Parental Autonomy Support ◽  
Parental Autonomy

Nghiên cứu được thực hiện dựa trên lý thuyết Tự quyết nhằm tìm hiểu mối liên hệ giữa sự ủng hộ tính tự chủ và kiểm soát tâm lý của cha mẹ đối với con cái và lòng tự trọng, niềm tin vào năng lực của bản thân và cảm xúc ở học sinh THPT. Mẫu nghiên cứu là mẫu thuận tiện bao gồm 262 học sinh trung học phổ thông. Kết quả nghiên cứu cho thấy sự ủng hộ tính tự chủ có tương quan thuận chiều với niềm tin vào năng lực của bản thân, lòng tự trọng và cảm xúc tích cực. Trong khi đó, kiểm soát tâm lý có tương nghịch với lòng tự trọng và tương quan thuận với cảm xúc tiêu cực nhưng không có tương quan với niềm tin vào năng lực của bản thân và cảm xúc tích cực như giả thuyết ban đầu. Phân tích mô hình đường dẫn cho thấy lòng tự trọng và niềm tin vào năng lực bản thân có thể lý giải phần nào ảnh hưởng của sự ủng hộ tính tự chủ và kiểm soát tâm lý của cha mẹ đối với cảm xúc của con cái. Nói cách khác, những học sinh được cha mẹ ủng hộ tính tự chủ thì có lòng tự trọng cao hơn, niềm tin và năng lực cao hơn, có nhiều cảm xúc tích cực hơn và ít cảm xúc tiêu cực hơn. Ngược lại, những học sinh có cha mẹ sử dụng các cách thức kiểm soát tâm lý thì có lòng tự trọng thấp và có nhiều cảm xúc tiêu cực. Các kết quả gợi ý cho cha mẹ cách nuôi dạy con nhằm đem lại những hệ quả tích cực về tâm lý xã hội ở con cái.

School Climate Research: Italian Adaptation and Validation of a Multidimensional School Climate Questionnaire

2020 ◽  
pp. 073428292096714
Author(s):  
Valentina Grazia ◽  
Luisa Molinari
Keyword(s):  
Factor Analysis ◽  
School Climate ◽  
School Engagement ◽  
Factor Model ◽  
Reliability And Validity ◽  
Second Order ◽  
School Students ◽  
Confirmatory Factor ◽  
Original Measure ◽  
The Stability

In this article, we present a multidimensional school climate questionnaire, based on an adaptation and validation of the Socio-Educational Environment Questionnaire, which is an instrument developed in Canada, assessing several dimensions of school climate. In particular, the aim of this research was to create a Multidimensional School Climate Questionnaire, which is adding to the original measure by testing a second-order factor model. We conducted two studies with different samples of middle school students (aged from 10 to 16 years) from Northern Italy (Study 1: 575 students and Study 2: 1070 students), and collected data on the psychometric features of the instrument, its reliability and validity. In particular, in Study 1, we carried out the adaptation process and an exploratory factor analysis. In Study 2, we conducted first- and second-order confirmatory factor analysis and tested the associations with school engagement and burnout scales. Overall, our results supported the stability of the adaptation and offered further insights into the original instrument. Assessment implications are discussed.

The Psychometric Properties of the School Engagement Measure in Adolescents in Singapore

2016 ◽  
Vol 35 (5) ◽  
pp. 521-533 ◽  
Author(s):  
Noradlin Yusof ◽  
Rebecca P. Ang ◽  
Tian Po S. Oei
Keyword(s):  
Factor Analysis ◽  
Psychometric Properties ◽  
School Engagement ◽  
Concurrent Validity ◽  
Cognitive Engagement ◽  
Emotional Engagement ◽  
Asian Students ◽  
Factor Solution ◽  
Confirmatory Factor ◽  
Best Fit

This study examined the psychometric properties of the school engagement measure (SEM) in Singapore. The sample consisted of 1,027 students from a multi-ethnic Singapore adolescent community. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) confirmed that the two-factor solution, namely, (a) Emotional and (b) Cognitive Engagement, was the best fit for the data. Reliability for the 11-item SEM as well as its Emotional and Cognitive subscales was good. Concurrent validity was assessed using correlations between Emotional Engagement, Cognitive Engagement, SEM Total scores, and the measure of aggression and delinquency. Statistically significant negative correlations were found between SEM scores with aggression and delinquency. Taken together, the findings suggest that the SEM is a useful instrument for assessing school engagement among Asian students, in particular in Singapore.

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