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Conceptualization and Assessment of Adolescents’ Engagement and Disengagement in School: A Multidimensional School Engagement Scale
Abstract
Abstract. Increasing school engagement is critical for improving academic achievement and reducing dropout rates. In order to increase student engagement and identify those students who are most disengaged from school, we need to conceptualize and measure student engagement appropriately. This study used a mixed method sequential exploratory design to develop and validate a student survey measure of school engagement that reflects a multidimensional conceptualization of engagement. Psychometric tests were conducted with a large racially and socioeconomically diverse sample of 5th–12th graders in the United States ( N = 3,632). Findings demonstrated that a bifactor multidimensional model fit the data appropriately and provided evidence of measurement invariance, construct, and predictive validity. Results provided a psychometrically sound foundation for capturing the behavioral, emotional, cognitive, and social aspects of student engagement and disengagement in school.
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“which, although related, are two distinctly separate constructs (Wang et al., 2019).”
From Unpacking student engagement in higher education learning analytics: a systematic review (2024) · cites this paper as Wang et al., 2019
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“, ability grouping) shape the types and variety of students with whom students interact (Crosnoe et al. 2004; Frank et al. 2008; Wang et al. 2018).”
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BackgroundUnlocking the Positive Synergy Between Engagement and Motivation
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Chain Mediating Effects of Student Engagement and Academic Achievement on University Identification
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Ghbari, T. A., Albadareen, G. S., Al-Smadi, R. T., Damra, J. K. M., & Shammout, N. A. (2024) · Participatory Educational Research · doi:10.17275/per.24.33.11.3 · Cited by 13
Toro, J. D., & Wang, M. (2022) · American Educational Research Journal · doi:10.3102/00028312221132533 · Cited by 12
“Determining which family and school factors buffer the negative impact of police stops on adolescents’ school engagement is necessary because school engagement is responsive to context and has implications for longterm academic success (M. Wang et al., 2019).”
BackgroundInfluentialSelf-citationGlaesser, D., Holl, C., Malinka, J., McCullagh, L., Meissner, L., Harth, N. S., Machunsky, M., & Mitte, K. (2023) · Social Psychology of Education · doi:10.1007/s11218-023-09829-4 · Cited by 16
School engagement, epilepsy severity, and frequency of victimization in school age children
Emick, J. E., Griffith, N. M., & Schweitzer, H. (2024) · Psychology in the Schools · doi:10.1002/pits.23312 · Cited by 9
Psychometric properties of two major approaches to measure school engagement in university students
Tomás, J. M., Gutiérrez, M., Alberola, S., & Georgieva, S. (2020) · Current Psychology · doi:10.1007/s12144-020-00769-2 · Cited by 12
“One of them, (American Model) originates from the educational context, it has a motivational perspective and conceives engagement as a multidimensional construct (Fredricks et al. 2004; Wang et al. 2019).”
BackgroundInfluentialEducar en las emociones en tiempos de crisis
Cassà, È. L., & Alzina, R. B. (2024) · RELIEVE - Revista Electrónica de Investigación y Evaluación Educativa · doi:10.30827/relieve.v30i1.30381 · Cited by 19
“Existen numerosas experiencias de implementación de programas de educación emocional con resultados relevantes para la mejora de la calidad educativa y el desarrollo humano (Durlak et al., 2011; Keefer et al., 2018; Wang et al., 2019).”
BackgroundCompromiso académico en universitarios del Programa de Acceso a la Educación Superior (PACE)
Munizaga, J. L., & Pérez-Salas, C. (2022) · Calidad en la educación · doi:10.31619/caledu.n56.1159 · Cited by 8
“Variables e instrumentos Se utilizó la Escala Multidimensional del Compromiso Escolar (Multidimensional School Engagement Scale [MSES]), desarrollada por Wang et al. (2017) para capturar los constructos de compromiso y desconexión académica.”
BackgroundInfluentialHan, F. (2022) · Sustainability · doi:10.3390/su141710973 · Cited by 8
Aplicación de un programa de educación socio-emocional para alumnado de Primaria
Echeverría, B., López‐Larrosa, S., & Mendiri, P. (2020) · Revista de Estudios e Investigación en Psicología y Educación · doi:10.17979/reipe.2020.7.2.7101 · Cited by 8
Metadata
- Authors
- Wang, M.-T., Fredricks, J., Ye, F., Hofkens, T., & Linn, J. S.
- Affiliations
- University of Pittsburgh (US)
- Connecticut College (US)
- Department of Psychology in Education, University of Pittsburgh, Pittsburgh, PA, USA
- Venue
- European Journal of Psychological Assessment
- Publisher
- Hogrefe Publishing Group
- Published
- 2019-07
- Volume
- 35
- Issue
- 4
- Pages
- 592-606
- ISSN
- 1015-5759 (ISSN-L)
- 2151-2426
- OpenAlex
- W2766396892
- Cited by
- 214
- References
- 49
- Citations by year
- 2026: 21 · 2025: 38 · 2024: 25 · 2023: 31 · 2022: 37 · 2021: 22 · 2020: 21 · 2019: 11
- FWCI
- 14.14
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- European Journal of Psychological Assessment (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Education, Achievement, and Giftedness
- Social Sciences › Education › Early Childhood Education and Development
- Social Sciences › Psychology › Developmental and Educational Psychology › Youth Development and Social Support
- Keywords
- school engagement, school disengagement, adolescents, student engagement measurement, bifactor model, measurement invariance, construct validity, predictive validity, academic performance, school dropout
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