学生学校参与度测量的聚合和区别效度的证据。

Evidence of convergent and discriminant validity of the Student School Engagement Measure.

机构信息

Child, Family, and School Psychology, Morgridge College of Education, University of Denver.

Research and Methodological Studies, Morgridge College of Education, University of Denver.

出版信息

Psychol Assess. 2014 Sep;26(3):806-814. doi: 10.1037/a0036277. Epub 2014 Apr 7.

DOI:10.1037/a0036277

PMID:24708075

Abstract

The purpose of this study was to investigate the convergent and discriminant validity of the Student School Engagement Measure (SSEM) with 3 other measures of student well-being: (a) the School Engagement Scale, (b) the Student Engagement Instrument, and (c) the Student Life Satisfaction Survey. The data were analyzed from 370 8th-grade students from 3 middle schools in an urban school district. As hypothesized, strong and significant positive correlations (.80) were found between the SSEM and the 2 measures of engagement (the School Engagement Measure and the Student Engagement Instrument). Also as hypothesized, a weak but significant positive correlation (.35) was found between the SSEM and a measure of life satisfaction (the Student Life Satisfaction Survey). These findings provide additional support for using the SSEM as a valid measure of adolescents' engagement with school.

摘要

本研究旨在探讨学生学校参与度测量表（SSEM）与其他 3 种学生幸福感测量工具（a）学校参与量表、（b）学生参与度工具和（c）学生生活满意度调查的聚合效度和区分效度。数据来自于城市学区 3 所中学的 370 名 8 年级学生。正如假设的那样，SSEM 与 2 种参与度测量工具（学校参与量表和学生参与度工具）之间存在强烈且显著的正相关关系（.80）。此外，正如假设的那样，SSEM 与生活满意度测量工具（学生生活满意度调查）之间存在微弱但显著的正相关关系（.35）。这些发现为使用 SSEM 作为评估青少年与学校互动的有效工具提供了更多支持。