Mexican Validation of the Engagement and Disaffection in Physical Education Scale

Abstract

To date, no instrument adapted and validated that measures engagement and disaffection in the physical education class has been found, which limits the generation of knowledge of this area in Mexico. The aims of this study were to translate and adapt the engagement and disaffection scale to the context of physical education in Mexico and to examine its reliability, structure (two and four factors), and factorial invariance by gender in Mexican fifth- and sixth-grade elementary school students. A total of 1470 students participated (50.6% boys) with ages between 10 and 14 years (mean (M) = 10.56; standard deviation (SD) = 0.77) from federal (89.3%) and state (10.7%) elementary schools. Two factorial structures were tested (with four factors and two factors). The fit indexes of both models were satisfactory, and the factorial saturations were significant. The differences between the fit indexes of both models were irrelevant; therefore, the two-factor model was considered more suitable. The total strict invariance by gender was confirmed, and the reliabilities of the engagement and disaffection scale were acceptable. The Mexican version of the course engagement and disaffection scale in physical education is valid and useful to measure these constructs in the context of physical education in Mexico.

Measuring Student Engagement in Lessons Using an Experience Sampling Methodology: The Development and Validation of the Dynamic Engagement With Learning Questionnaire

“…All of these indicators have a strong dynamic character. The factor loadings of previous research have also shown strong connections with their respective underlying subcomponents (e.g., Immekus & Ingle, 2019;Rodríguez-Medellín et al, 2020).…”

“…One existing tool that aims to capture students’ lesson engagement is the Engagement versus Disaffection with Learning questionnaire (EDL). Based on the four subcomponents (i.e., behavioral engagement, behavioral disaffection, emotional engagement, and emotional disaffection), Skinner et al (2008) developed the EDL, which, over the years, has been applied in education research worldwide in various situations with different groups of respondents (e.g., Immekus & Ingle, 2019; Ritoša et al, 2020; Rodríguez-Medellín et al, 2020). The original EDL included 20 self-report items that used a 5-point Likert scale (1 = strongly disagree; 5 = strongly agree).…”

New Developments in Physical Education and Sport

“…Rodríguez-Medellín et al [ 14 ] adapted and validated the Engagement and Disaffection Scale to the PE context in Mexico and assessed its reliability, factorial structure, and factorial invariance by gender on a sample of 1470 elementary school students. Confirmatory factor analysis, factorial invariance, internal consistency, correlations, and convergent and discriminant validity were performed.…”

Mediation of academic self-efficacy between emotional intelligence and academic engagement in physical education undergraduate students

“…This study used the Mexican adaptation byRodríguez-Medellín et al (2020) from the original scale byChi et al (2010). The scale contains 12 items grouped into four subscales of three items each: emotional engagement (e.g., Class contents are interesting.…”