Please use this identifier to cite or link to this item: http://hdl.handle.net/11067/6356
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dc.contributor.authorInman, Richard A.-
dc.contributor.authorMoreira, Paulo-
dc.contributor.authorCunha, Diana-
dc.contributor.authorCastro, Jorge-
dc.date.accessioned2022-06-23T17:11:24Z-
dc.date.available2022-06-23T17:11:24Z-
dc.date.issued2020-
dc.identifier.citationInman, R. A.; Moreira, P; Cunha, D.; Castro, J. (2020).Assessing the dimensionality of the student school engagement survey: support for a multidimensional bifactor model, Revista de Psicodidáctica (English ed.), Vol. 25, Issue 2, 2020, Pages 109-118, ISSN 2530-3805, https://doi.org/10.1016/j.psicoe.2020.03.001.pt_PT
dc.identifier.urihttp://hdl.handle.net/11067/6356-
dc.identifier.urihttps://doi.org/10.1016/j.psicoe.2020.03.001pt_PT
dc.descriptionThis document is the authors’ version of the final accepted manuscript, published online in 27.4.2020 by Revista de Psicodidáctica (English ed.). doi: 10.1016/j.psicoe.2020.03.001 https://www.sciencedirect.com/science/article/pii/S253038052030006Xpt_PT
dc.descriptionCorrespondence concerning this article should be addressed to Prof. Paulo Moreira, Instituto de Psicologia e de Ciências da Educação, Universidade Lusíada, Rua de Moçambique 21 e 71, Porto 4100-348, Portugal. Email: paulomoreira@por.ulusiada.ptpt_PT
dc.descriptionCorrespondence concerning this article should be addressed to Prof. Paulo Moreira, Instituto de Psicologia e de Ciências da Educação, Universidade Lusíada, Rua de Moçambique 21 e 71, Porto 4100-348, Portugal. Email: paulomoreira@por.ulusiada.ptpt_PT
dc.description.abstractThe Student School Engagement Survey (SSES) is used to evaluate student engagement interventions run by the National Center for Student Engagement in the U.S. It was designed to measure the behavioral, emotional, and cognitive components of engagement, but its factorial structure has not been validated. To address this limitation, we tested the factorial structure of the Portuguese version of the SSES using a representative sample of 4,866 adolescents. An exploratory factor analysis revealed five theoretically meaningful factors describing subtypes of emotional and behavioral engagement, and teacher support for learning. A confirmatory factor analysis supported modelling a shortened version of the SSES with a bifactor model. Bifactor indices indicated total SSES scores are interpretable as a measure of a single student engagement construct. Finally, as evidence of concurrent validity, the scale had a strong positive correlation with an established measure of student engagement. The proposed version of the SSES is a psychometrically adequate measure of student engagement, although cannot be said to measure cognitive engagement.pt_PT
dc.language.isoengpt_PT
dc.publisherElsevier. Science Directpt_PT
dc.relationFCT PTDC/CPE-CED/122257/2010 ; FCT PTDC/MHC-CED/2224/2014 ; CIPD-BI-UID/PSI/04375/2016.pt_PT
dc.rightsopenAccesspt_PT
dc.rights.urihttp://creativecommons.org/licenses/by-nc/4.0/pt_PT
dc.subjectStudent engagementpt_PT
dc.subjectStudent school engagement surveypt_PT
dc.subjectBifactor modelpt_PT
dc.subjectConstruct validitypt_PT
dc.titleAssessing the dimensionality of student school engagement survey : support for a multidimensional bifactor modelpt_PT
dc.typearticlept_PT
dc.peerreviewedyespt_PT
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