Measuring Student Engagement in Lessons Using an Experience Sampling Methodology: The Development and Validation of the Dynamic Engagement With Learning Questionnaire

IF 1.5 4区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL Journal of Psychoeducational Assessment Pub Date : 2024-03-25 DOI:10.1177/07342829241240901
Dries De Weerdt, Mathea Simons, Elke Struyf
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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.
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使用经验取样法测量学生在课堂上的参与度:动态参与学习问卷的开发与验证
学生参与是教育研究中的一个核心概念,因为它对学生的认知和非认知结果都有很强的预测作用和/或中介作用。然而,研究人员对于如何正确测量学生在课堂上的参与度仍存在疑问。我们的研究基于经验抽样方法,开发并验证了一份以理论为基础的学生课堂参与度问卷,从而为这一讨论做出了贡献。为了验证该问卷,我们向 410 名五、六年级学生(10-12 岁)发放了问卷。探索性因素分析和多层次确认性因素分析的结果都证明了该测量方法的建构有效性。同时还发现了不同时间点上的充分的人内变异性,这使得问卷适用于捕捉随时间变化的波动。此外,在不同时间点以及五、六年级学生之间进行问卷调查时,还发现了部分标度测量不变量。
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来源期刊
Journal of Psychoeducational Assessment
Journal of Psychoeducational Assessment PSYCHOLOGY, EDUCATIONAL-
CiteScore
3.30
自引率
5.90%
发文量
61
期刊介绍: The Journal of Psychoeducational Assessment (JPA) publishes contemporary and important information focusing on psychological and educational assessment research and evidence-based practices as well as assessment instrumentation. JPA is well known internationally for the quality of published assessment-related research, theory and practice papers, and book and test reviews. The methodologically sound and impiricially-based studies and critical test and book reviews will be of particular interest to all assessment specialists including practicing psychologists, psychoeducational consultants, educational diagnosticians and special educators.
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