Measuring Student Engagement in Lessons Using an Experience Sampling Methodology: The Development and Validation of the Dynamic Engagement with Learning Questionnaire
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| Title: | Measuring Student Engagement in Lessons Using an Experience Sampling Methodology: The Development and Validation of the Dynamic Engagement with Learning Questionnaire |
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| Language: | English |
| Authors: | Dries De Weerdt (ORCID |
| Source: | Journal of Psychoeducational Assessment. 2024 42(5):527-539. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 5 Intermediate Grades Middle Schools Grade 6 |
| Descriptors: | Learner Engagement, Test Construction, Test Validity, Questionnaires, Elementary School Students, Grade 5, Grade 6 |
| DOI: | 10.1177/07342829241240901 |
| ISSN: | 0734-2829 1557-5144 |
| Abstract: | Student engagement is a central construct in education research, as it is a strong predictor and/or mediator of both cognitive and non-cognitive student outcomes. However, there remain questions among researchers about how to properly measure student engagement during lessons. Our study contributes to this discussion by presenting the development and validation of a theoretically grounded questionnaire of students' lesson engagement, which is based on an experience sampling methodology. To validate this questionnaire, we issued it to 410 fifth- and sixth-grade students (10-12 years old). The results of both an exploratory and multilevel confirmatory factor analysis approved construct validity of the measure. Adequate within-person variability across time points was also found, which makes the questionnaire suitable for capturing fluctuations over time. Furthermore, partial scalar measurement invariance for questionnaire administration across time points and between fifth- and sixth-grade students was found. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1432572 |
| Database: | ERIC |
| Abstract: | Student engagement is a central construct in education research, as it is a strong predictor and/or mediator of both cognitive and non-cognitive student outcomes. However, there remain questions among researchers about how to properly measure student engagement during lessons. Our study contributes to this discussion by presenting the development and validation of a theoretically grounded questionnaire of students' lesson engagement, which is based on an experience sampling methodology. To validate this questionnaire, we issued it to 410 fifth- and sixth-grade students (10-12 years old). The results of both an exploratory and multilevel confirmatory factor analysis approved construct validity of the measure. Adequate within-person variability across time points was also found, which makes the questionnaire suitable for capturing fluctuations over time. Furthermore, partial scalar measurement invariance for questionnaire administration across time points and between fifth- and sixth-grade students was found. |
|---|---|
| ISSN: | 0734-2829 1557-5144 |
| DOI: | 10.1177/07342829241240901 |
