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ERIC Number: EJ1214961
Record Type: Journal
Publication Date: 2019-Jun
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0734-2829
EISSN: N/A
The Measurement Structure of School Engagement among Youth in China: An Exploratory Structural Equation Modeling Study
Pan, Jingtong; Zaff, Jonathan F.
Journal of Psychoeducational Assessment, v37 n3 p280-292 Jun 2019
In this research, we examined the construct of a school engagement scale using exploratory structural equation modeling (ESEM). This study involved a translated measurement model that was originally developed by Li and Lerner for U.S. youth, and data from a sample of eighth-, ninth-, and 11th-grade Chinese adolescents (N = 364). First, the results indicated that instead of the three factors (cognitive, emotional, and behavioral engagement) that have been found in previous research on school engagement, four factors emerged for the current sample: school compliance, participation, emotional engagement, and cognitive engagement. Second, the factor structure was gender invariant in the ESEM framework. We further found that female students scored higher than males on school compliance and emotional engagement. Third, the convergent correlations among school engagement subscales and academic performance were in line with theoretical expectations. Finally, based on the differences between this study and previous studies in Western countries, the need for a more thorough investigation in the conceptualization and measurement of school engagement among youth in China was discussed.
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: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 8; Junior High Schools; Middle Schools; Secondary Education; Grade 9; High Schools; Grade 11
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Grant or Contract Numbers: N/A