The DOI matches its Crossref record; 47 of the 49 references it cites were found in a registry or an index.
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
Citations
Cites
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School Engagement: Potential of the Concept, State of the Evidence
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004) · Review of Educational Research · doi:10.3102/00346543074001059 · Cited by 12,581
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- 10.3102/00346543059002117 · DOI · Paper page
- Fredricks, J. A., Blumenfeld, P. C., Friedel, J. & Paris, A. (2005). School engagement. In K. A. Moore & L. Lippman (Eds.), Conceptualizing and measuring indicators of positive development: What do children need to flourish? (pp. 305–321). New York, NY: Kluwer Academic/Plenum Press.
- 10.1007/978-1-4614-2018-7_37938 · DOI
- Skinner, E. A., Kindermann, T. A., Connell, J. P. & Wellborn, J. G. (2009). Engagement as an organizational construct in the dynamics of motivational development. In K. Wentzel & A. Wigfield (Eds.), Handbook of motivation in school (pp. 223–245). Malwah, NJ: Erlbaum.
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Wong, Z. Y., & Liem, G. A. D. (2021) · Educational Psychology Review · doi:10.1007/s10648-021-09628-3 · Cited by 550
Emergency remote learning during COVID-19 crisis: Students’ engagement
Khlaif, Z. N., Salha, S. H., & Kouraïchi, B. (2021) · Education and Information Technologies · doi:10.1007/s10639-021-10566-4 · Cited by 291
“Student engagement refers to students’ level of involvement with and effort in learning (Wang et al., 2019), which would enhance students’ academic achievement (Alrashidi et al., 2016).”
BackgroundKelders, S. M., van Zyl, L. E., & Ludden, G. (2020) · Frontiers in Psychology · doi:10.3389/fpsyg.2020.00926 · Cited by 207
“Furthermore, two studies explicitly mention that the opposite of engagement (termed disengagement or disaffection) is also a construct that needs to be conceptualized (Skinner et al., 2009; Wang et al., 2019).”
BackgroundSchnitzler, K., Holzberger, D., & Seidel, T. (2021) · European Journal of Psychology of Education · doi:10.1007/s10212-020-00500-6 · Cited by 213
“…as outlined, the consideration of the interplay of the three engagement dimensions is more and more recognized as a critical endeavor to understand the multifaceted nature of student engagement and students’ everyday experiences (Fredricks et al. 2004; Lawson and Lawson 2013; Wang et al. 2019).”
BackgroundInfluentialDisengagement, engagement and digital skills in technology-enhanced learning
Bergdahl, N., Nouri, J., & Fors, U. (2019) · Education and Information Technologies · doi:10.1007/s10639-019-09998-w · Cited by 198
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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