Lam Shui-Fong, Jimerson Shane, Wong Bernard P H, Kikas Eve, Shin Hyeonsook, Veiga Feliciano H, Hatzichristou Chryse, Polychroni Fotini, Cefai Carmel, Negovan Valeria, Stanculescu Elena, Yang Hongfei, Liu Yi, Basnett Julie, Duck Robert, Farrell Peter, Nelson Brett, Zollneritsch Josef
Department of Psychology.
Department of Counseling, Clinical, and School Psychology, University of California.
Sch Psychol Q. 2014 Jun;29(2):213-232. doi: 10.1037/spq0000057.
The objective of the present study was to develop a scale that is appropriate for use internationally to measure affective, behavioral, and cognitive dimensions of student engagement. Psychometric properties of this scale were examined with data of 3,420 students (7th, 8th, and 9th grade) from 12 countries (Austria, Canada, China, Cyprus, Estonia, Greece, Malta, Portugal, Romania, South Korea, the United Kingdom, and the United States). The intraclass correlation of the full-scale scores of student engagement between countries revealed that it was appropriate to aggregate the data from the 12 countries for further analyses. Coefficient alphas revealed good internal consistency. Test-retest reliability coefficients were also acceptable. Confirmatory factor analyses indicated that the data fit well to a second-order model with affective, behavioral, and cognitive engagement as the first-order factors and student engagement as the second-order factor. The results support the use of this scale to measure student engagement as a metaconstruct. Furthermore, the significant correlations of the scale with instructional practices, teacher support, peer support, parent support, emotions, academic performance, and school conduct indicated good concurrent validity of the scale. Considerations and implications regarding the international use of this student engagement in school measure are discussed.
本研究的目的是开发一种适用于国际范围的量表，以测量学生参与度的情感、行为和认知维度。使用来自12个国家（奥地利、加拿大、中国、塞浦路斯、爱沙尼亚、希腊、马耳他、葡萄牙、罗马尼亚、韩国、英国和美国）的3420名学生（七年级、八年级和九年级）的数据，对该量表的心理测量特性进行了检验。各国学生参与度全量表得分的组内相关性表明，将12个国家的数据汇总进行进一步分析是合适的。系数阿尔法显示出良好的内部一致性。重测信度系数也可以接受。验证性因素分析表明，数据很好地拟合了一个二阶模型，其中情感、行为和认知参与度为一阶因素，学生参与度为二阶因素。结果支持使用该量表来测量作为一个元结构的学生参与度。此外，该量表与教学实践、教师支持、同伴支持、家长支持、情绪、学业成绩和学校行为之间的显著相关性表明该量表具有良好的同时效度。讨论了在国际上使用这种学校学生参与度测量方法的注意事项和影响。
