Measuring the Engagement of College Students: Administration Format, Structure, and Validity of the Student Engagement Instrument–College.
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| Title: | Measuring the Engagement of College Students: Administration Format, Structure, and Validity of the Student Engagement Instrument–College. |
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| Authors: | Waldrop, Devin (AUTHOR), Reschly, Amy L. (AUTHOR), Fraysier, Kathleen (AUTHOR), Appleton, James J. (AUTHOR) |
| Source: | Measurement & Evaluation in Counseling & Development. Apr-Jun2019, Vol. 52 Issue 2, p90-107. 18p. |
| Subjects: | College students, Factor analysis, Learning strategies, Psychometrics, Questionnaires, Research evaluation, Student attitudes, Research methodology evaluation |
| Abstract: | This study evaluated the psychometric properties of the Student Engagement Instrument–College version (SEI–C) with college students in the southeastern United States. Participants self-selected paper-and-pencil or online administration. Confirmatory factor analysis revealed a modified 5-factor structure. Measurement invariance of the modified 5-factor structure of the SEI–C was assessed across the paper-and-pencil and online samples. Full configural, full metric, partial scalar, and full residual variance invariance were established. The paper-and-pencil and online data were aggregated, and correlational analyses between the 5 SEI–C factors and the 4 higher order factors of the Motivation and Engagement Scale–University/College (MES–UC) provided evidence of convergent and divergent validity. All but 1 of the 20 correlations were statistically significant, and all correlations were in the expected direction. Overall, there is evidence to suggest the appropriateness of extending the SEI upward for use with college students and for collecting data via online or paper-and-pencil administration. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | This study evaluated the psychometric properties of the Student Engagement Instrument–College version (SEI–C) with college students in the southeastern United States. Participants self-selected paper-and-pencil or online administration. Confirmatory factor analysis revealed a modified 5-factor structure. Measurement invariance of the modified 5-factor structure of the SEI–C was assessed across the paper-and-pencil and online samples. Full configural, full metric, partial scalar, and full residual variance invariance were established. The paper-and-pencil and online data were aggregated, and correlational analyses between the 5 SEI–C factors and the 4 higher order factors of the Motivation and Engagement Scale–University/College (MES–UC) provided evidence of convergent and divergent validity. All but 1 of the 20 correlations were statistically significant, and all correlations were in the expected direction. Overall, there is evidence to suggest the appropriateness of extending the SEI upward for use with college students and for collecting data via online or paper-and-pencil administration. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 07481756 |
| DOI: | 10.1080/07481756.2018.1497429 |
