Citation

Wang MT, Willett JB, Eccles JS. J. Sch. Psychol. 2011; 49(4): 465-480.

Affiliation

University of Michigan, United States; University of Pittsburgh, United states.

Copyright

(Copyright © 2011, Society for the Study of School Psychology, Publisher Elsevier Publishing)

DOI

10.1016/j.jsp.2011.04.001

PMID

21724001

Abstract

The construct of school engagement has attracted growing interest as a way to ameliorate the decline in academic achievement and increase in dropout rates. The current study tested the fit of a second-order multidimensional factor model of school engagement, using large-scale representative data on 1103 students in middle school. In order to make valid model comparisons by group, we evaluated the extent to which the measurement structure of this model was invariant by gender and by race/ethnicity (European-American vs. African-American students). Finally, we examined differences in latent factor means by these same groups. From our confirmatory factor analyses, we concluded that school engagement was a multidimensional construct, with evidence to support the hypothesized second-order engagement factor structure with behavioral, emotional, and cognitive dimensions. In this sample, boys and girls did not substantially differ, nor did European-American and African-American students, in terms of the underlying constructs of engagement and the composition of these constructs. Finally, there were substantial differences in behavioral and emotional engagement by gender and by racial/ethnic groups in terms of second-order factor mean differences.

Language: en