Development and Validation of Short Version of University-Program Student Engagement Questionnaire (SUPSEQ)
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| Title: | Development and Validation of Short Version of University-Program Student Engagement Questionnaire (SUPSEQ) |
|---|---|
| Language: | English |
| Authors: | Juming Jiang (ORCID |
| Source: | Higher Education Research and Development. 2026 45(3):604-622. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Questionnaires, Learner Engagement, Test Construction, Test Validity, Undergraduate Students, Test Length, Foreign Countries, Test Reliability, Factor Structure |
| Geographic Terms: | Hong Kong, China |
| DOI: | 10.1080/07294360.2025.2548275 |
| ISSN: | 0729-4360 1469-8366 |
| Abstract: | Universities and other institutions of higher learning typically administer questionnaires to assess students' university and program-level engagement, but many of these tools lack a solid theoretical foundation and rigorous psychometric testing. This study aimed to develop and validate a shortened version of a combined student engagement scale based on two prominent measures: the Chinese College Student Survey (CCSS) and the Student Learning Experience Questionnaire (SLEQ). The shortened scale was validated using data from 3620 undergraduate students across four universities in Hong Kong and one in Mainland China. Through careful item removal and combination based on theoretical and statistical evidence, we created a 37-item scale that demonstrated a robust factor structure and high reliability. This scale effectively measures key dimensions of student engagement, including active/collaborative learning, student-faculty interaction, integrated learning, reflective learning, information analysis, academic challenge, cognitive outcomes, social outcomes, value outcomes, active learning, feedback from teacher, clear goals and standards, assessment for understanding. Moreover, the instrument showed invariance across different contexts, suggesting its broader applicability. The validated short-form student engagement scale can enhance understanding, improve quality assurance, and foster collaboration among higher education institutions in the Asia-Pacific region and beyond. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1503694 |
| Database: | ERIC |
| Abstract: | Universities and other institutions of higher learning typically administer questionnaires to assess students' university and program-level engagement, but many of these tools lack a solid theoretical foundation and rigorous psychometric testing. This study aimed to develop and validate a shortened version of a combined student engagement scale based on two prominent measures: the Chinese College Student Survey (CCSS) and the Student Learning Experience Questionnaire (SLEQ). The shortened scale was validated using data from 3620 undergraduate students across four universities in Hong Kong and one in Mainland China. Through careful item removal and combination based on theoretical and statistical evidence, we created a 37-item scale that demonstrated a robust factor structure and high reliability. This scale effectively measures key dimensions of student engagement, including active/collaborative learning, student-faculty interaction, integrated learning, reflective learning, information analysis, academic challenge, cognitive outcomes, social outcomes, value outcomes, active learning, feedback from teacher, clear goals and standards, assessment for understanding. Moreover, the instrument showed invariance across different contexts, suggesting its broader applicability. The validated short-form student engagement scale can enhance understanding, improve quality assurance, and foster collaboration among higher education institutions in the Asia-Pacific region and beyond. |
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| ISSN: | 0729-4360 1469-8366 |
| DOI: | 10.1080/07294360.2025.2548275 |
