Nothing Special   »   [go: up one dir, main page]

Skip to main content

The Measurement of Student Engagement: A Comparative Analysis of Various Methods and Student Self-report Instruments

  • Chapter
  • First Online:
Handbook of Research on Student Engagement

Abstract

One of the challenges with research on student engagement is the large variation in the measurement of this construct, which has made it challenging to compare findings across studies. This chapter contributes to our understanding of the measurement of student in engagement in three ways. First, we describe strengths and limitations of different methods for assessing student engagement (i.e., self-report measures, experience sampling techniques, teacher ratings, interviews, and observations). Second, we compare and contrast 11 self-report survey measures of student engagement that have been used in prior research. Across these 11 measures, we describe what is measured (scale name and items), use of measure, samples, and the extent of reliability and validity information available on each measure. Finally, we outline limitations with current approaches to measurement and promising future directions.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Subscribe and save

Springer+ Basic
$34.99 /Month
  • Get 10 units per month
  • Download Article/Chapter or eBook
  • 1 Unit = 1 Article or 1 Chapter
  • Cancel anytime
Subscribe now

Buy Now

Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 189.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 249.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Similar content being viewed by others

References

  • Anderson, A. R., Christenson, S. L., Sinclair, M. F., & Lehr, C. A. (2004). Check & Connect: The importance of relationships for promoting engagement with school. Journal of School Psychology, 42(2), 95–113. doi:10.1016/j.jsp. 2004.01.002.

    Article  Google Scholar 

  • Appleton, J. J., Christenson, S. L., & Furlong, M. J. (2008). Student engagement with school: Critical conceptual and methodological issues of the construct. Psychology in the Schools, 45, 369–386. doi:10.1002/pits.20303.

    Article  Google Scholar 

  • Appleton, J. J., Christenson, S. L., Kim, D., & Reschly, A. L. (2006). Measuring cognitive and psychological engagement: Validation of the Student Engagement Instrument. Journal of School Psychology, 44, 427–445. doi:10.1016/j.jsp. 2006.04.002.

    Article  Google Scholar 

  • Appleton, J. J., Reschly, A. L., & Martin, C. (under review). Research to practice: Linking assessment of student cognitive and affective engagement to intervention.

    Google Scholar 

  • Archambault, I. (2009). Adolescent behavioral, affective, and cognitive engagement in school: Relation to dropout. Journal of School Health, 79, 408–415.

    Article  PubMed  Google Scholar 

  • Betts, J. E., Appleton, J. J., Reschly, A. L., Christenson, S. L., & Huebner, E. S. (2010). A study of the factor invariance of the Student Engagement Instrument (SEI): Results from middle and high school students. School Psychology Quarterly, 25, 84–93. doi:10.1037/a0020259.

    Article  Google Scholar 

  • Birch, S., & Ladd, G. (1997). The teacher-child relationship and children’s early school adjustment. Journal of School Psychology, 35, 61–79.

    Article  Google Scholar 

  • Blumenfeld, P., Modell, J., Bartko, W. T., Secada, W., Fredricks, J., Friedel, J., et al. (2005). School engagement of inner city students during middle childhood. In C. R. Cooper, C. Garcia Coll, W. T. Bartko, H. M. Davis, & C. Chatman (Eds.), Developmental pathways through middle childhood: Rethinking diversity and contexts as resources (pp. 145–170). Mahwah, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Bowen, G. L., Rose, R. A., & Bowen, N. K. (2005). The reliability and validity of the school success profile. Blomington, IN: Xlibris Corporation.

    Google Scholar 

  • Bowen, G. L., Rose, R. A., Powers, J. D., & Glennie, E. J. (2008). The joint effects of neighborhoods, schools, peers, and families on changes in the school success of middle school students. Family Relations, 57, 504–516.

    Article  Google Scholar 

  • Buhs, E. S., & Ladd, G. W. (2001). Peer rejection as an antecedent of young children’s school adjustment: An examination of mediating process. Developmental Psychology, 37, 550–560. doi:10.1037/0012-1649_37.4.50.

    Article  PubMed  Google Scholar 

  • Conchas, G. Q. (2001). Structuring failure and success: Understanding the variability in Latino school engagement. Harvard Educational Review, 71, 475–504.

    Google Scholar 

  • Connell, J. P. (1990). Context, self, and action: A motivational analysis of self-system processes across the life-span. In D. Cicchetti (Ed.), The self in transition: Infancy to childhood (pp. 61–97). Chicago: University of Chicago Press.

    Google Scholar 

  • Connell, J. P., & Wellborn, J. G. (1991). Competence, autonomy, and relatedness: A motivational analysis of self-system processes. In M. R. Gunnar & L. A. Sroufe (Eds.), Self-processes and development: Minnesota symposium on child psychology (Vol. 23, pp. 43–77). Chicago: University of Chicago Press.

    Google Scholar 

  • Corno, L., & Mandinach, E. (1983). The role of cognitive engagement in classroom learning and motivation. Educational Psychologist, 18, 88–108.

    Article  Google Scholar 

  • Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York: Harper Perennial.

    Google Scholar 

  • Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum Press.

    Google Scholar 

  • Eccles, J. S., Wigfield, A., & Schiefele, U. (1998). Motivation to succeed. In W. Damon (Series Ed.), & N. Eisenberg (Vol. Ed.), Handbook of child psychology: Vol. 3. Social, emotional and personality development (5th ed., pp. 1017–1094). New York: Wiley.

    Google Scholar 

  • Finn, J. D. (1989). Withdrawing from school. Review of Educational Research, 59, 117–142. doi:10.3102/ 00346543059002117.

    Google Scholar 

  • Finn, J. D., Folger, J., & Cox, D. (1991). Measuring participation among elementary grade students. Educational and Psychological Measurement, 51, 393–402.

    Article  Google Scholar 

  • Finn, J. D., Pannozzo, G. M., & Voelkl, K. E. (1995). Disruptive and inattentive-withdrawn behavior and achievement among fourth graders. The Elementary School Journal, 95, 421–454.

    Article  Google Scholar 

  • Finn, J. D., & Rock, D. A. (1997). Academic success among students at risk for school failure. Journal of Applied Psychology, 82, 221–234.

    Article  PubMed  Google Scholar 

  • 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: Kluwer Academic/Plenum Press.

    Google Scholar 

  • Fredricks, J. A., Blumenfeld, P. C., & Paris, A. (2004). School engagement: Potential of the concept: State of the evidence. Review of Educational Research, 74, 59–119. doi:10.3102/00346543074001059.

    Article  Google Scholar 

  • Fredricks, J., & McColskey, W., with Meli, J., Mordica, J., Montrosse, B., and Mooney, K. (2010). Measuring student engagement in upper elementary through high school: A description of 21 instruments (Issues & Answers Report, REL 2010–No. 098). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southeast. Retrieved from http://ies.ed.gov/ncee/edlabs.

  • Furrer, C., & Skinner, E. (2003). Sense of relatedness as a factor in children’s academic engagement and performance. Journal of Educational Psychology, 95, 148–162. doi:10.1037/0022-0663.95.1.148.

    Article  Google Scholar 

  • Gamoran, A., & Nystrand, M. (1992). Taking students seriously. In M. N. Fred (Ed.), Student engagement and achievement in American secondary schools (pp. 40–61). New York: Teachers College Press.

    Google Scholar 

  • Garcia-Duncan, T. G., & McKeachie, W. J. (2005). The making of the motivated strategies for learning questionnaire. Educational Psychologist, 40(2), 117–128.

    Article  Google Scholar 

  • Garcia, T., & Pintrich, P. (1996). Assessing students’ motivation and learning strategies in the classroom context: The motivation and strategies in learning questionnaire. In M. Birenbaum & F. J. Dochy (Eds.), Alternatives in assessment of achievements, learning processes, and prior knowledge (pp. 319–339). New York: Kluwer Academic/Plenum Press.

    Chapter  Google Scholar 

  • Glanville, L., & Wildhagen, T. (2007). The measurement of school engagement: Assessing dimensionality and measurement in variance across race and ethnicity. Educational and Psychological Measurement, 6, 1019–1041. doi:10.1177/0013164406299126.

    Article  Google Scholar 

  • Greene, B. A., Miller, R. B., Crowson, H. M., Duke, B. L., & Akey, K. L. (2004). Predicting high school students’ cognitive engagement and achievement: Contributions of classroom perceptions and motivation. Contemporary Educational Psychology, 29(4), 462–482. doi:10.1016/j.cedpsych.2004.01.006.

    Article  Google Scholar 

  • Greenwood, C. R., Horton, B. T., & Utley, C. A. (2002). Academic engagement: Current perspectives on research and practice. School Psychology Review, 31, 328–349.

    Google Scholar 

  • Hektner, J. M., Schmidt, J. A., & Csikzentmihalyi, M. (2007). Experience sampling method: Measuring the quality of everyday life. Thousand Oaks, CA: Sage.

    Google Scholar 

  • Helme, S., & Clarke, D. (2001). Identifying cognitive engagement in the mathematics classrooms. Mathematics Educational Journal, 13, 133–153.

    Article  Google Scholar 

  • Institute for Research and Reform in Education. (1998). Research Assessment Package for Schools (RAPS) manual for elementary and middle school assessments. Retrieved August 1, 2009, from http://www.irre.org/publications/pdfs/RAPS_manual_entire_1998.pdf.

  • Jimerson, S. R., Campos, E., & Grief, J. L. (2003). Toward an understanding of definitions and measures of school engagement and related terms. California School Psychologist, 8, 7–27.

    Google Scholar 

  • Kong, Q., Wong, N., & Lam, C. (2003). Student engagement in mathematics: Development of instrument and validation of a construct. Mathematics Education Research Journal, 54, 4–21.

    Article  Google Scholar 

  • Leary, M. R. (2004). Introduction to behavioral research methods (4th ed.). Boston: Pearson Education, Inc.

    Google Scholar 

  • Lee, O., & Anderson, C. W. (1993). Task engagement and conceptual change in middle school science classrooms. American Educational Research Journal, 30, 585–610.

    Google Scholar 

  • Lee, O., & Brophy, J. (1996). Motivational patterns observed in sixth-grade science classrooms. Journal of Research in Science Teaching, 33, 303–318.

    Article  Google Scholar 

  • Locke, D. A. (1996). Making and molding identity in school: Student narratives on race, gender and academic engagement. Albany, NY: State University Press.

    Google Scholar 

  • Maehr, M. L., & Meyer, H. A. (1997). Understanding motivation and schooling: Where we’ve been, where we are, and where we need to go. Educational Psychology Review, 9, 371–408.

    Article  Google Scholar 

  • Marks, H. M. (2000). Student engagement in instructional activity: Patterns in the elementary, middle, and high school years. American Educational Research Journal, 37, 153–184. doi:10.3102/00028312037001153.

    Google Scholar 

  • Martin, A. J. (2008). Motivation and engagement in diverse performance domains: Testing their generality across school, university/college, work, sport, music, and daily life. Journal of Research in Personality, 42(6), 1607–1612. doi:10.1016/j.jrp. 2008.05.003.

    Article  Google Scholar 

  • Martin, A. J. (2009a). Motivation and engagement across the academic life span: A developmental construct validity study of elementary school, high school, and university/college students. Educational and Psychological Measurement, 69(5), 794–824. doi:10.1177/0013164409332214.

    Article  Google Scholar 

  • Martin, A. J. (2009b). The motivation and engagement scale. Sydney, Australia: Lifelong Achievement Group. Retrieved from http://www.lifelongachievement.com.

  • McCaslin, M. M., & Good, T. L. (1996). Listening in classrooms. New York: HarperCollins.

    Google Scholar 

  • Meece, J., Blumenfeld, P. C., & Hoyle, R. H. (1988). Students’ goal orientation and cognitive engagement in classroom activities. Journal of Educational Psychology, 80, 514–523.

    Article  Google Scholar 

  • Miller, R. B., Greene, B. A., Montalvo, G. P., Ravindran, B., & Nichols, J. D. (1996). Engagement in academic work: The role of learning goals, future consequences, pleasing others, and perceived ability. Contemporary Educational Psychology, 21(4), 388–422.

    Article  PubMed  Google Scholar 

  • Moreira, P. A. S., Vaz, F. M., Dias, P. C., & Petracchi, P. (2009). Psychometric properties of the Portuguese version of the Student Engagement Instrument. Canadian Journal of School Psychology, 24, 303–307. doi:10.1177/0829573509346680.

    Article  Google Scholar 

  • National Research Council and the Institute of Medicine. (2004). Engaging schools: Fostering high school students’ motivation to learn. Committee on Increasing High School Students’ Engagement and Motivation to Learn. Board on Children, Youth, and Families, Division of Behavioral and Social Science and Education. Washington, DC: The National Academy Press.

    Google Scholar 

  • Newmann, F., Wehlage, G.G., & Lamborn, S. D. (1992). The significance and sources of student engagement. In F. Newmann (Ed.), Student engagement and achievement in American secondary schools (pp. 11–39). New York: Teachers College Press.

    Google Scholar 

  • Nystrand, M., & Gamoran, A. (1991). Instructional discourse, student engagement, and literature achievement. Research in the Teaching of English, 25, 261–290.

    Google Scholar 

  • Nystrand, M., Wu, L. L., Gamaron, A., Zeiser, S., & Long, D. (2001). Questions in time: Investigating the structure and dynamics of unfolding classroom discourse. Albany, NY: National Research Center on English Learning & Achievement.

    Google Scholar 

  • Perry, J. (2008). School engagement among urban youth of color: Criterion pattern effects of vocational exploration and racial identity. Journal of Career Development, 34(4), 397–422. doi:10.1177/0894845308316293.

    Article  Google Scholar 

  • Peterson, P., Swing, S., Stark, K., & Wass, G. (1984). Students’ cognitions and time on task during mathematics instruction. American Educational Research Journal, 21, 487–515.

    Google Scholar 

  • Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research, 31(6), 459–470.

    Article  Google Scholar 

  • Pintrich, P. R., & DeGroot, E. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33–40.

    Article  Google Scholar 

  • Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. (1993). Reliability and predictive validity of the motivated strategies for learning questionnaire (MSLQ). Educational and Psychological Measurement, 53(3), 801–813.

    Article  Google Scholar 

  • Reschly, A. L., & Christenson, S. L. (2006). Prediction of dropout among students with mild disabilities: A case for inclusion of student engagement variables. Remedial and Special Education, 27, 276–292.

    Article  Google Scholar 

  • Russell, V. J., Ainsley, M., & Frydenberg, E. (2005). Schooling issues digest: Student motivation and engagement. Retrieved March 1, 2010, from http:/www.dest.gov/au/sectors/school_education/publication_resources/schooling_issues_digest/schooling_issues_digest_motivation_engagement.htm.

  • Saliva, J., & Ysseldyke, J. E. (2004). Assessment (9th ed.). Princeton, NJ: Houghton Mifflin.

    Google Scholar 

  • Shapiro, E. S. (2004). Academic skills problems: Direct assessment and intervention (3rd ed.). New York: Guilford Press.

    Google Scholar 

  • Shernoff, D. J., Csikszentmihalyi, M., Schneider, B., & Shernoff, E. S. (2003). Student engagement in high school classrooms from the perspective of flow theory. School Psychology Quarterly, 18, 158–176.

    Article  Google Scholar 

  • Shernoff, J. D., & Schmidt, J. A. (2008). Further evidence of the engagement-achievement paradox among U.S. high school students. Journal of Youth and Adolescence, 5, 564–580. doi:10.1007/s10964-007-9241-z.

    Article  Google Scholar 

  • Sinclair, M. F., Christenson, S. L., Lehr, C. A., & Anderson, A. R. (2003). Facilitating student learning and engagement: Lessons from Check & Connect longitudinal studies. The California School Psychologist, 8, 29–41.

    Google Scholar 

  • Skinner, E., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effect of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85, 571–581.

    Article  Google Scholar 

  • Skinner, E. A., Marchand, G., Furrer, C., & Kindermann, T. (2008). Engagement and disaffection in the classroom: Part of a larger motivational dynamic. Journal of Educational Psychology, 100(4), 765–781. doi:10.1037/a0012840.

    Google Scholar 

  • Steinberg, L. D., Brown, B. B., & Dornbush, S. M. (1996). Beyond the classroom: Why school reform has failed and what parents need to do. New York: Simon and Schuster.

    Google Scholar 

  • Turner, J. C., & Meyer, D. K. (2000). Studying and understanding the instructional context of classroom: Using our past to forge our future. Educational Psychologist, 35, 69–85.

    Article  Google Scholar 

  • Uekawa, K., Borman, K., & Lee, R. (2007). Student engagement in the U.S. urban high school mathematics and science classrooms: Findings on social organization, race, and ethnicity. Urban Review, 39, 1–43.

    Article  Google Scholar 

  • Voelkl, K. E. (1996). Measuring students’ identification with school. Educational and Psychological Measurement, 56(5), 760–770. doi:10.1177/0013164496056005003.

    Article  Google Scholar 

  • Voelkl, K. E. (1997). Identification with school. American Journal of Education, 105, 204–319. doi:10.1007/s11256-006-0039-1.

    Article  Google Scholar 

  • Volpe, R. J., DiPerna, J. C., Hintze, J. M., & Shapiro, E. S. (2005). Observing students in classroom settings: A review of seven coding schemes. School Psychology Review, 34(4), 454–474.

    Google Scholar 

  • Wettersten, K. B., Gulmino, A., Herrick, C. G., Hunter, P. J., Kim, G. Y., Jagow, D., et al. (2005). Predicting educational and vocational attitudes among rural high school students. Journal of Counseling of Psychology, 52(4), 658–663. doi: 10.1037/0022-0167.52.4.658.

    Google Scholar 

  • Wigfield, A., Guthrie, J. T., Perencevich, K. C., Taboada, A., Klauda, S. L., McRae, A., et al. (2008). Role of reading engagement in mediating the effects of reading comprehension instruction on reading outcomes. Psychology in the Schools, 45, 432–445. doi: 10.10002/pits.20307.

    Google Scholar 

  • Wolters, C., & Pintrich, P. R. (1998). Contextual differences in student motivation and self-regulated learning in mathematics, English, and social studies classrooms. Instructional Science, 26, 27–47.

    Article  Google Scholar 

  • Wolters, C., Yu, S., & Pintrich, P. R. (1996). The relation between goal orientation and students’ motivational beliefs and self-regulated learning and academic learning. Journal of Educational Psychology, 81(3), 329–339.

    Google Scholar 

  • Wolters, C. A., Pintrich, P. R., & Karabenick, S. A. (2005). Assessing academic self-regulated learning. In K. A. Moore & L. H. Lippman (Eds.), What do children need to flourish: Conceptualizing and measuring indicators of positive development. New York: Springer.

    Google Scholar 

  • Yair, G. (2000). Educational battlefields in America: The tug of war over students’ engagement with instruction. Sociology of Education, 73, 247–269.

    Article  Google Scholar 

  • Yazzie- Mintz, E. (2007). Voices of students on engagement: A report on the 2006 High School Survey of Student Engagement. Bloomington, IN: Center for Evaluation & Educational Policy, Indiana University. Retrieved February 1, 2010, from http://ceep.indiana.edu/pdf/HSSSE_2006_Report.pdf.

Download references

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to Jennifer A. Fredricks Ph.D. .

Editor information

Editors and Affiliations

Rights and permissions

Reprints and permissions

Copyright information

© 2012 Springer Science+Business Media, LLC

About this chapter

Cite this chapter

Fredricks, J.A., McColskey, W. (2012). The Measurement of Student Engagement: A Comparative Analysis of Various Methods and Student Self-report Instruments. In: Christenson, S., Reschly, A., Wylie, C. (eds) Handbook of Research on Student Engagement. Springer, Boston, MA. https://doi.org/10.1007/978-1-4614-2018-7_37

Download citation

Publish with us

Policies and ethics