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 Psychometric properties of university student form of student engagement scale in online learning

2020 ◽  
Vol 17 (1) ◽  
pp. 104-116
Author(s):  
Murat Topal ◽  
Aslıhan İstanbullu ◽  
Özcan Erkan Akgün
Keyword(s):  
Factor Analysis ◽  
Online Learning ◽  
Student Engagement ◽  
Confirmatory Factor Analysis ◽  
University Students ◽  
Psychometric Properties ◽  
Language Teaching ◽  
Validity And Reliability ◽  
Confirmatory Factor ◽  
Engagement Scale

Research Problem / Aim The aim of this study was to introduce the psychometric properties of the Student Engagement Scale for Online Learning which was used to measure the engagement of students in online learning environment by using the validity and reliability study in the sample of university students who took lessons online. Method There were studies conducted with the scale in Turkey. However, this study carried out with a sample of students who meet the requirement of taking online course. Original scale consists of three sub-dimensions. Name of the sub-dimensions are “Behavioral Engagement”, “Emotional Engagement” and “Cognitive Engagement”. The psychometric properties of the instrument were presented by translation, linguistic equivalence, validity and reliability studies. Translation to Turkish of the scale was made by the researchers. A preliminary form was formed by taking the opinions of a total of six experts that one of them from the department of ELT (English language teaching), one of them from educational measurement & evaluation, one of them from Turkish language teaching, one of them from education psychology, and two of them were educational technology.  For linguistic equivalence, the preliminary form was applied to 20 ELT students. The correlation analysis show that the linguistic equivalence of the scale had shown significant correlation between the Turkish and English forms. After the linguistic equivalence was provided, last form of the scale was applied to 587 university students enrolled at the Vocational School of Technical Sciences, Amasya University. Results and Conclusions As a result of the analyzes, confirmatory factor analysis fit indices was calculated as Χ2/sd: 2.827, GFI: .93, AGFI: .91, CFI: .98, NFI: .97, RMSEA: .05 and SRMR: .06. Cronbach alpha internal consistency coefficients that calculated for the reliability of the sub-dimensions were between .71 and .86. The results obtained from confirmatory factor analysis and reliability analyses was indicated that the scale is reliable and valid. It is suggested to use the scale in determining the student's engagement in online learning environments research. ​Extended English summary is in the end of Full Text PDF (TURKISH) file.   Özet Araştırma Problemi/Amaç Bu çalışmanın amacı, çevrimiçi öğrenme ortamlarında öğrencilerin öğrenme ortamına bağlılıklarını ölçmek için “Çevrimiçi Öğrenmede Öğrenci Bağlılığı Ölçeği”nin çevrimiçi ders almış üniversite öğrencileri örnekleminde geçerlik ve güvenirlik çalışmasının yapılarak psikometrik özelliklerinin ortaya konulmasıdır. Yöntem Ölçekle ilgili Türkiye’de yapılmış çalışmalar bulunmaktadır fakat bu çalışmada çevrimiçi ders alma koşulunu sağlayan öğrencilerden oluşan bir örneklem üzerinde çalışılmıştır. Ölçeğin orijinali; davranışsal bağlılık, duyuşsal bağlılık ve bilişsel bağlılık şeklinde adlandırılan üç faktörden oluşmaktadır. Ölçeğin psikometrik özellikleri çeviri, dilsel eşdeğerlik, geçerlik ve güvenirlik çalışmaları sonucunda ortaya konulmuştur. Ölçeğin çevirisi araştırmacılar tarafından yapıldıktan sonra bir İngilizce, bir ölçme değerlendirme, bir Türkçe, bir eğitim psikolojisi, iki eğitim teknolojisi uzmanı olmak üzere toplam altı uzmandan görüş alınmıştır. Görüşler doğrultusunda ön uygulama formu oluşturulmuştur. Oluşturulan form dilsel eşdeğerlik için İngilizce öğretmenliği programında öğrenim gören 20 öğrenciye bir hafta ara ile uygulanmıştır. Ölçeğin dilsel eşdeğerliğini ölçmek için yapılan korelasyon analizi ölçeğin Türkçe ve İngilizce formları arasında korelasyonun anlamlı olduğunu göstermiştir. Dil eşdeğerliğinin sağlanmasının ardından ölçek formu Amasya Üniversitesi Teknik Bilimler Meslek Yüksekokulunda öğrenim gören 587 üniversite öğrencisine uygulanmıştır. Sonuçlar ve Öneriler Analizler sonucunda doğrulayıcı faktör analizi uyum katsayıları Χ2/sd: 2.827, GFI: .93, AGFI: .91, CFI: .98, NFI: .97, RMSEA: .05 ve SRMR: .06 olarak hesaplanmıştır. Ölçeğin alt boyutlarının güvenirliği için hesaplanan Cronbach alfa iç tutarlık katsayıları .71 ile .86 aralında değişmektir. Ölçeğin doğrulayıcı faktör analizi ve güvenirliğine yönelik bulgular, ölçeğin geçerli ve güvenilir olduğunu göstermektedir. Ölçeğin, çevrimiçi öğrenme ortamlarında gerçekleştirilen çalışmalarda öğrenci bağlılığını belirlemek üzere kullanılması önerilmektedir.

Higher education student engagement in times of pandemic: the role of e-learning system usability and teacher behavior

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Khalid Abed Dahleez ◽  
Ayman A. El-Saleh ◽  
Abrar Mohammed Al Alawi ◽  
Fadi Abdelmuniem Abdelfattah
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Cognitive Engagement ◽  
Teacher Behavior ◽  
Learning System ◽  
Emotional Engagement ◽  
Education Student ◽  
Content Type ◽  
System Usability ◽  
E Learning

PurposeThis research examined the factors affecting several types of student engagement, namely agentic, behavioral, emotional and cognitive engagement. Specifically, it examined the effect of e-learning system usability on student engagement and explored teacher behavior's possible intervening impact on this relationship.Design/methodology/approachData were collected from 418 students studying at different specializations at Omani private academic institutions. This study employed a quantitative methodology and utilized the Smart-PLS for data analyses.FindingsThe findings showed that e-learning system usability influenced significantly and positively agentic, behavioral and cognitive engagement. However, the link between e-learning system usability and emotional engagement was not significant. Moreover, teacher behavior mediated the relationship between e-learning system usability and the four types of engagement.Originality/valueThis study improves one’s understanding of how the interaction of e-learning system usability and teacher behavior affects several aspects of student engagement. It also helps higher education administrators and policymakers by exploring the influential effects of e-learning systems usability and teacher behavior on facilitating students' engagement.

scholarly journals The Influence of Student Engagement Towards Learning Achievement of School of Communication and Business Telkom University

2020 ◽  
Vol 3 (1) ◽  
pp. 13-21
Author(s):  
Intan Tamara Febrinzky
Keyword(s):  
Regression Analysis ◽  
Student Engagement ◽  
Descriptive Analysis ◽  
Linear Regression Analysis ◽  
Cognitive Engagement ◽  
Sampling Technique ◽  
Emotional Engagement ◽  
Simple Linear Regression ◽  
Learning Achievement ◽  
Analysis Techniques

This study aims to determine the effect of student engagement on student achievement in the Faculty of Communication and Business, Telkom University. The aspects studied were cognitive engagement, emotional engagement and behavioral engagement in terms of student engagement. And the value of GPA for learning achievement. The method in this study uses descriptive analysis techniques with simple linear regression analysis. To collect the sample using incidental sampling technique through a questionnaire. This questionnaire was distributed to 361 students of the Faculty of Communication and Business Telkom University. From the results of tests conducted, it is found that there is a relationship between student engagement on learning achievement. Where this relationship is perfectly positive correlation. And there is no significant effect between student engagement on learning achievement.

Utrecht work engagement scale: Construct validity and reliability in Chilean health science students

2021 ◽  
Vol 71 (11) ◽  
pp. 2519-2523
Author(s):  
Rocio Glaria Lopez ◽  
Cristhian Perez Villalobos ◽  
Paulina Ortega Bastidas ◽  
Berta Schulz-Banares ◽  
Angela Pino-Zuniga
Keyword(s):  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Work Engagement ◽  
Health Science ◽  
Likelihood Method ◽  
Validity And Reliability ◽  
Utrecht Work Engagement Scale ◽  
Confirmatory Factor ◽  
Two Factors ◽  
Engagement Scale

Objective: provide new background in relation to the factor structure and reliability of the factors identified from the Utrecht Work Engagement Scale – Student (UWES-S) in students of health careers in Chile.Methods: A quantitative study with relational analytical scope was carried out, through a non-experimental cross-sectional design through a survey. 898 university students selected through non-probabilistic sampling by groups belonging to Medicine, Kinesiology, Pharmacy and Speech and language therapy. The students responded the UWES-S and a sociodemographic questionnaire. The total sample was randomly subdivided into two subsamples. With the first one, an Exploratory Factor Analysis was performed, using the method of extraction of the Main Axis Analysis. With the second one, a Confirmatory Factor Analysis was performed, using the maximum likelihood method and the following indices: Comparative Fit Index (CFI), Tucker-Lewis Index (TLI) and the Root Mean Square Error of Approximation (RMSEA). Also the Cronbach alpha reliability of each item was calculated. For data processing STATA 11 SE statistical package was used.Results: Kaiser-Guttman criterion and the Horn’s Parallel Analysis aimed to the existence of two factors called Involvement with studies and Enthusiasm for the career. CFI, TLI and RMSEA show that this is one of the solutions with best fit.Conclusion: Two factors were identified called Involvement with studies and Enthusiasm for the career. Neither the solution obtained nor the previous solutions showed an adequate adjustment to the data. The confirmatory factor analysis showed that this is one of the solutions with best fit. Continuous...

Measuring Elaboration and Evaluating Its Influence on Behavioral Intentions

2018 ◽  
Vol 23 (1) ◽  
pp. 27-44 ◽  
Author(s):  
Zachary D. Miller ◽  
Wayne Freimund ◽  
Robert B. Powell
Keyword(s):  
Informal Education ◽  
Structural Equation ◽  
Cognitive Engagement ◽  
Equation Modeling ◽  
Validity And Reliability ◽  
Order Model ◽  
Theoretical Understanding ◽  
Environmental Interpretation ◽  
Confirmatory Factor ◽  
Or Organization

The focus of this study is on developing a scale that measures elaboration as originally conceptualized by Vezeau et al. (2015), and then tests whether the elaboration scale is able to predict a variety of related behaviors. Confirmatory factor analysis was used to investigate the validity and reliability of the scale. The results suggest that the scale was successful in improving upon previous research in that all theoretical constructs were present in the second-order model of elaboration. Additionally, structural equation modeling was used to examine the predictive validity of the elaboration scale, which was successful in predicting a variety of related behaviors. This research advances the theoretical understanding and measurement of elaboration. Results can be used for evaluating interpretation efforts, including the assessment of programs and materials. Additionally, the results provide further evidence of elaboration as a measured construct and opens a variety of new avenues for research in environmental interpretation and informal education. Practitioners can use this research to reinforce or change attitudes and behaviors of visitors to those more consistent with an agency or organization mission by promoting interest, awareness, and cognitive engagement (collectively termed elaboration) in their interpretive products.

scholarly journals Development and Validation of a Self-Efficacy Scale for Nursing Educators’ Role in Sri Lanka

2021 ◽  
Vol 18 (15) ◽  
pp. 7773
Author(s):  
Weerasekara S. Shyamamala ◽  
Jina Oh ◽  
Haeryun Cho ◽  
Mihae Im
Keyword(s):  
Sri Lanka ◽  
Self Efficacy ◽  
Guideline Development ◽  
The Self ◽  
Sri Lankan ◽  
Validity And Reliability ◽  
Cronbach’S Alpha ◽  
Nursing Educators ◽  
Cronbach's Alpha ◽  
Confirmatory Factor

This study develops a scale that assesses the self-efficacy of Sri Lankan nursing educators in assuming the roles of nursing educators and validates its psychometric properties. This methodological research followed the DeVellis Scale Development Model, which involves six steps of instrument development and evaluation. Preliminary items were determined through a literature review and focus group interviews with nine Sri Lankan nursing experts. The experts, comprising five South Korean and two Sri Lankan nursing professors, tested the scale’s content validity. Moreover, 15 nursing educators participated in a pilot study, and 126 educators took part in the main survey. To evaluate the scale’s validity and reliability, the data from a preliminary questionnaire were analyzed using SPSS/IBM and AMOS 24.0. Further, construct validity was tested using exploratory and confirmatory factor analyses, and reliability was tested by calculating Cronbach’s alpha and performing split-half testing. Finally, 39 items under four themes, “clinical mentorship” (18 items), “research” (10), “teaching” (6), and “advising” (5), explained 63.5% of the total variance. Confirmatory factor analysis results revealed an acceptable model fit for the final scale. The developed scale achieved a Cronbach’s alpha value of 0.97. Thus, the psychometrical properties of the scale measuring Sri Lankan nursing educators’ self-efficacy were comprehensively evaluated and found acceptable. The developed scale will be useful in guideline development or studies regarding the self-efficacy of nursing educators’ roles in developing countries with similar context to Sri Lanka.

scholarly journals Validitas dan Reliabilitas Skala Student Engagement

2020 ◽  
Vol 11 (2) ◽  
pp. 139
Author(s):  
Mahmud Junianto ◽  
Khoiruddin Bashori ◽  
Nurul Hidayah
Keyword(s):  
High School Students ◽  
Student Engagement ◽  
Discriminant Validity ◽  
Sampling Technique ◽  
Emotional Engagement ◽  
Measurement Tool ◽  
Measuring Instruments ◽  
Measuring Instrument ◽  
Validity And Reliability ◽  
School Students

Research on student engagement has been incrase in recent years. Therefore, to determine the high or low level of student engagement, a valid and reliable measuring instrument is required. This means that the measuring instrument of student engagement must measure only the construct of student engagement reliably and consistently in measurement. The purpose of this research was to test the validity and reliability of the student engagement construct based on Fredrick et al theory. The components of student engagement that are used as a reference for making measuring instruments consist of behavioral engagement, emotional engagement, and cognitive behavior. The study was conducted on 100 high school students using a proportional sampling technique. The measuring instrument is constructed using a semantic differential scaling model. The validity and reliability test used the confirmatory factor analysis (CFA) approach with the help of PLS 3.2.9 software. The results showed that the student attachment measurement tool was declared valid and reliable to be used as a measuring tool. The convergent and discriminant validity tests have met the standards, with loading factor score value of P> 0.5, while the Cronbach alpha reliability score is 0.753 and the composite reliability is 0.835. This measuring instrument is also declared fit with an RSMR value of 0.033. 7 items dropped out of the 18 items tested. Keywords :Student Engagement, Validity,Reliability, Measurement

WhatsApp and Jitsi to Foster Student Engagement in an American-Spanish Telecollaboration Exchange

2020 ◽  
pp. 60-78
Author(s):  
Alberto Andujar ◽  
Jose M. Franco Rodriguez
Keyword(s):  
Student Engagement ◽  
University Students ◽  
Instant Messaging ◽  
Cognitive Engagement ◽  
Emotional Engagement ◽  
Behavioral Engagement ◽  
Future Research ◽  
American University ◽  
Online Exchange ◽  
American Spanish

This chapter explores students' engagement in a telecollaboration project between a Spanish and an American university. Students' cognitive, emotional, and behavioral engagement were evaluated throughout the project. A total of 53 students participated in an online exchange during one and a half months through two different applications, WhatsApp representing the text-based environment and Jitsi representing the synchronous videoconferencing platform. The engagement construct was explored using pre and post measures as well as tracking students' conversation in the platforms. Results yielded high levels of cognitive engagement as a result of the interaction. Values for emotional engagement were found to be higher in the instant messaging platform and behavioral engagement did not present significant values. Implications and recommendations for future research were drawn.

Development and Initial Validation of a Parkinson’s Disease Caregiver Strain Risk Screen

2015 ◽  
Vol 23 (1) ◽  
pp. 4-21 ◽  
Author(s):  
Maryann Abendroth
Keyword(s):  
Parkinson’S Disease ◽  
Parkinson's Disease ◽  
Caregiver Strain ◽  
Symptom Presentation ◽  
Validity And Reliability ◽  
Initial Validation ◽  
Item Development ◽  
Confirmatory Factor ◽  
Components Analysis ◽  
And Coping

Background and Purpose: Family caregivers face potential strain in caring for persons with Parkinson’s disease because of the unpredictability of symptom presentation. The Caregiver Strain Risk Screen (CSRS) was developed and tested for initial validation. Methods: Instrument item development was guided by focus-group and interview data and a theoretical conceptualization of caregiver strain risk in caregivers of persons with Parkinson’s disease. Caregivers of persons with Parkinson’s disease (N = 217) provided data. Results: Principal components analysis supported a 28-item instrument with 4 factors: self-preservation, nursing home consideration, coping through spirituality, and coping through formal support. Conclusion: The 28-item CSRS demonstrated acceptable validity and reliability in measuring the construct. Research using a new sample is underway to further psychometrically test and validate the CSRS through confirmatory factor analysis.

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