Concurrent and Predictive Validity of the Student Engagement Instrument

Autor/inn/en	Lovelace, Matthew D.; Reschly, Amy L.; Appleton, James J.; Lutz, Mary E.
Titel	Concurrent and Predictive Validity of the Student Engagement Instrument
Quelle	In: Journal of Psychoeducational Assessment, 32 (2014) 6, S.509-520 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/0734282914527548
Schlagwörter	Predictive Validity; Learner Engagement; Psychometrics; Measures (Individuals); Scores; Middle School Students; High School Students; Academic Achievement; Graduation; Dropouts; Cohort Analysis; Multiple Regression Analysis + Suchen Sie Ihr Suchwort? Psychometry; Psychometrie; Messdaten; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Schulleistung; Abschluss; Graduierung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Kohortenanalyse
Abstract	The Student Engagement Instrument (SEI) is a self-report measure of cognitive and affective engagement with school. Prior SEI validation studies have focused primarily on construct validity through analyses of internal consistency, factor analysis, and measurement invariance. Results are presented here from a two-pronged study of the criterion validity of SEI scores. Using a middle school sample (N = 35,900), concurrent validity was assessed through analyses of group differences in SEI scores across student subgroups expected to differ in cognitive and affective engagement levels: behaviorally disengaged versus non-disengaged, high-risk versus low-risk disability status, and high versus low academic achievement. Next, through multiple logistic regression analyses, the 4-year predictive validity of SEI scores for on-time graduation and dropout was assessed in a cohort of first-time ninth graders (N = 11,588). Nearly all SEI factors demonstrated directionally consistent associations with each criterion, including considerable long-term predictive associations with both dropout and on-time graduation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10