NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ779394
Record Type: Journal
Publication Date: 2007
Pages: 23
Abstractor: Author
Reference Count: 35
ISSN: ISSN-0013-1644
The Measurement of School Engagement: Assessing Dimensionality and Measurement Invariance across Race and Ethnicity
Glanville, Jennifer L.; Wildhagen, Tina
Educational and Psychological Measurement, v67 n6 p1019-1041 2007
The purposes of this study were to (a) assess the measurement of school engagement in prior research that used the National Educational Longitudinal Study of 1988 (NELS:88), (b) systematically develop an improved measurement model for school engagement, and (c) examine the measurement invariance of this model across racial and ethnic groups. Results from confirmatory factor analyses indicated that school engagement should be measured as a multidimensional concept. A higher order measurement model in which behavioral and psychological engagement are second-order latent variables that influence several subdimensions is consistent with the data. Results from a series of multiple group analyses indicated that the proposed measurement model exhibits measurement invariance for White, African American, Latino, and Asian students. Therefore, it is appropriate to compare the effects of the dimensions of engagement across these groups. The results demonstrate the advantages of confirmatory factor analysis for enhancing the understanding and measurement of school engagement. (Contains 7 tables Models;. Appended is the table Item Labels, Wording, and Descriptive Statistics for Proposed Measurement.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Iowa Univ., Iowa City.; American Educational Research Association, Washington, DC.
Authoring Institution: N/A