The Psychometric Properties of the Engagement Versus Disaffection With Learning Instrument Among Middle School Students

• In Event: 77.056 - Fairmont Royal York Roundtable Session Seven
  In Roundtable Session: 77.056-6 - Perspectives on Assessment and Learning

Abstract

Factor analytic procedures were used to gather validity evidence on the internal structure of Skinner, Kinderman, and Furrer’s (2009) Engagement vs. Disaffection with Learning measure to operationalize students’ classroom engagement. Independent samples of middle school students (Sample 1 = 618, Sample 2 = 493) were used to test the scale’s factor structure and invariance of measurement model parameters. Factor analytic results supported an alternative three-factor model of the scale’s previous reported four-factor solution. Multi-sample confirmatory factor analysis was used for cross-validation, which supported the invariance of the scale’s measurement model parameters (e.g., factor loadings) across independent samples. Internal consistency reliability estimates exceeded 0.79 across subscales. Implications of scale use related to use in practice and research are discussed.

Authors

• Jason C. Immekus, University of Louisville

• William Kyle Ingle, University of Louisville