Utilize este identificador para referenciar este registo: http://hdl.handle.net/10451/18036
Título: Assessing students’ engagement: A review of instruments with psychometric Qualities
Autor: Veiga, Feliciano
Reeve, J.
Wentzel, K.
Robu, V.
Palavras-chave: Students’ engagement in school
Self-report measures
Measures based on teacher report
Observational measures
Data: 2014
Citação: Veiga, F., Reeve, J., Wentzel, K., & Robu, V. (2014). Assessing students’ engagement: A review of instruments with psychometric Qualities. In F. Veiga (Coord.), Envolvimento dos Alunos na Escola: Perspetivas Internacionais da Psicologia e Educação / Students’ Engagement in School: International Perspectives of Psychology and Education (pp. 38-57). Lisboa: Instituto de Educação da Universidade de Lisboa.
Resumo: Framework: Students Engagement in School (SES) has been occupying a central position in the discussions regarding factors of academic success and school dropout. A considerable amount of literature on this concept exists. Although its conceptualization varies according to authors and the theoretical framework they have adopted, there is a wide agreement concerning its multidimensional nature. Key dimensions of students engagement in school (i.e., cognitive, affective, behavioral and, more recently, agentic) have been described and empirically validated. Purpose:This study aimed to review the literature on assessment of students engagement in school through a focus on the psychometric characteristics of several instruments. Methodology: The present paper focuses on self-report measures which are multidimensional. These instruments were validated on heterogeneous samples. Results: Twelve self-report measures designed to measure the students engagement in school were referred, along with four other instruments targeting teachers’ perspective as well as observational measures. Conclusions: Various measures stem from different theoretical perspectives and were developed with different types of samples. Conceptual variations often expressed in the number of dimensions considered and in items content variability suggest limitations when comparing psychometric indings of different studies. Suggestions: Studies on instruments we reviewed in the present paper suggest the need for further research on the multidimensionality of school engagement construct. Research should go beyond investigation of differential and predictive validity of measures. Thus, there is little evidence regarding the validity of engagement in school measures, when investigation of effects of specific intervention programs is aimed or validity of their use in quasiexperimental studies with useful applications in the field of education.
Descrição: Este E-Book reúne um conjunto de investigações apresentadas no “I Congresso Internacional Envolvimento dos Alunos na Escola: Perspetivas da Psicologia e Educação” (ICIEAE), organizado no âmbito do “Projeto PTDC/CPE-CED/114362/2009 - Envolvimento dos Alunos na Escola: Diferenciação e Promoção” (EAE-DP), financiado pela Fundação para a Ciência e a Tecnologia (FCT).
Peer review: yes
URI: http://hdl.handle.net/10451/18036
ISBN: 978-989-98314-8-3
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