A Bifactor Model of School Engagement: Assessing General and Specific Aspects of Behavioral, Emotional and Cognitive Engagement among Adolescents

Autor/inn/en	Stefansson, Kristjan K.; Gestsdottir, Steinunn; Geldhof, G. John; Skulason, Sigurgrimur; Lerner, Richard M.
Titel	A Bifactor Model of School Engagement: Assessing General and Specific Aspects of Behavioral, Emotional and Cognitive Engagement among Adolescents
Quelle	In: International Journal of Behavioral Development, 40 (2016) 5, S.471-480 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0165-0254
DOI	10.1177/0165025415604056
Schlagwörter	Learner Engagement; Adolescents; Academic Achievement; Correlation; Statistical Analysis; Youth; Foreign Countries; Models; Grade 9; Grade 10; Student Behavior; Cognitive Processes; Emotional Response; Structural Equation Models; Factor Analysis; Longitudinal Studies; Likert Scales; Iceland + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Schulleistung; Korrelation; Statistische Analyse; Ausland; Analogiemodell; School year 09; 9. Schuljahr; Schuljahr 09; Student behaviour; Schülerverhalten; Cognitive process; Kognitiver Prozess; Emotionales Verhalten; Faktorenanalyse; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Likert-Skala; Island
Abstract	School engagement involves cognitive, emotional, and behavioral components that overlap conceptually. This conceptual ambiguity has led to measures that have either consisted of one general factor or separate correlated factors. However, neither approach can sufficiently account for both the uniqueness and the overlap of the subcomponents. The bifactor model has been recommended to determine the degree to which a measure is unidimensional versus multidimensional. In this study, we examined the validity of a multidimensional measure of school engagement in adolescence, the Behavioral-Emotional-Cognitive School Engagement Scale (BEC-SES; Li & Lerner, 2013), by comparing the model fit and predictive power of the widely-used one- and three-factor models with a bifactor model. Using data from 561 youth in Iceland (46% girls, M[subscript age] at Wave 1 = 14.3 years, SD = 0.3), only the multidimensional models (i.e., the three-factor and bifactor models) gave a good fit to the data. We then assessed the predictive power of the multidimensional models for academic achievement. The addition of academic achievement as an outcome variable to the bifactor model revealed that general school engagement, as well as specific behavioral engagement, predicted achievement. These findings are distinct from previous results using three-factor models, which indicated that behavioral engagement alone predicted later achievement. The results of the current study support the use of a bifactor model when using measures of school engagement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01