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ERIC Number: EJ891154
Record Type: Journal
Publication Date: 2010-Jun
Pages: 10
Abstractor: As Provided
ISSN: ISSN-1045-3830
A Study of the Factorial Invariance of the Student Engagement Instrument (SEI): Results from Middle and High School Students
Betts, Joseph E.; Appleton, James J.; Reschly, Amy L.; Christenson, Sandra L.; Huebner, E. Scott
School Psychology Quarterly, v25 n2 p84-93 Jun 2010
The construct of student engagement is increasingly prevalent in the field of education, serving as the foundation of dropout prevention and high school reform initiatives. The purpose of this study was to further examine 1 measure of student engagement, the Student Engagement Instrument (SEI), designed to measure 2 subtypes of student engagement: cognitive and affective. This research extended the initial validation work on the SEI by examining score reliability and factorial invariance across grades and gender. Students (N = 2,416) were sampled from school districts in the rural Southeast and Upper Midwest of the United States. Results indicated similar factor structure, equal score reliability, and similar latent factor relationships across all grades. Evidence supported the contention that the SEI may be used at the middle and high school levels to measure cognitive and affective subtypes of student engagement. (Contains 5 tables and 2 footnotes.)
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Middle Schools
Audience: Students
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Minnesota; South Carolina