Chi Li-Chiu, Tang Tseng-Chung, Tang Eugene
College of Applied Arts and Sciences, National Formosa University, Yunlin, Taiwan.
College of Management, National Formosa University, Yunlin, Taiwan.
Curr Psychol. 2022 Oct 22:1-14. doi: 10.1007/s12144-022-03737-0.
Academic engagement in recent years has become the focus of determining student learning and achievement. However,despite this growing awareness that has revolutionized academic policies and educational approaches, literature on engagement in the academic context is still in its infancy. This study seeks to remedy this through the confirmation of the Utrecht Work Engagement Scale for Students' (UWES-S) promising psychometric properties and by providing empirical evidence on the relationship between academic engagement, personality traits, and social media addiction, a determinant that has yet to be explored. Our findings indicate that of the five personality traits analyzed, agreeableness had the strongest negative correlation with academic engagement, and perhaps equally as striking is the positive, albeit insignificant, association between social media and academic engagement. Furthermore, the most informative and least informative items for academic engagement were identified using IRT analysis. Finally, this study also addresses several gaps in the literature by determining that the one-factor construct of the UWES-S is an adequate measure of academic engagement compared to its three-factor counterpart and by demonstrating the measurement invariance of the UWES-S across gender, class year, and academic major in our sample of Taiwanese undergraduates.
近年来，学术参与已成为决定学生学习和成绩的焦点。然而，尽管这种日益增强的意识已经彻底改变了学术政策和教育方法，但关于学术背景下参与度的文献仍处于起步阶段。本研究旨在通过确认《乌得勒支学生工作投入量表》（UWES-S）具有良好的心理测量特性，并提供关于学术参与、人格特质和社交媒体成瘾之间关系的实证证据来弥补这一不足，社交媒体成瘾这一决定因素尚未得到探索。我们的研究结果表明，在所分析的五大人格特质中，宜人性与学术参与的负相关性最强，或许同样引人注目的是社交媒体与学术参与之间的正相关关系，尽管这种关系不显著。此外，使用项目反应理论（IRT）分析确定了对学术参与最具信息量和最不具信息量的项目。最后，本研究还填补了文献中的几个空白，确定UWES-S的单因素结构与其三因素结构相比是学术参与度更合适的衡量标准，并证明了UWES-S在我们台湾本科生样本中的性别、年级和专业上的测量不变性。
