Testing the Factorial Validity of the Classroom Engagement Inventory with Spanish Students

Abstract

Introduction:The purpose of the study was to test the factorial validity of Classroom Engagement Inventory of Wang, Bergin and Bergin with Spanish high school students. Methods: In this study, 546 students participated (mean = 13.27, standard deviation = 0.629), from several high schools in Andalusia. To analyze the psychometric properties of the scale, several analyses were carried out. Results: The results offered support for the five-factor structure. The analysis of invariance with respect to gender showed that the factor structure of the questionnaire was invariant. The Cronbach alpha values were higher than 0.70 in the subscales. Discussion: The results of this study demonstrated the reliability and validity of the Spanish version of the Classroom Engagement Inventory with high school students.

Game-Based Learning and Service-Learning to Teach Inclusive Education in Higher Education

“…The Classroom Engagement Inventory [ 50 ], adapted to the Spanish population [ 32 ]. The questionnaire is composed of 24 items, which are divided into five factors: Affective Engagement, Compliance, Behavior Engagement, Cognitive Engagement and Disengagement.…”

“…Educational engagement is a key element in university education and is positively related to learning outcomes [ 3 , 28 , 29 , 30 ]. Educational engagement is defined as students’ immersion towards the activities performed in class, and the higher this engagement, the more engaged students will be with the tasks designed for learning [ 31 , 32 ]. To achieve this, it is mentioned that activities and challenges must be designed so that students consider them achievable, and in turn present a challenge for them, as well as present them with clearly defined goals and objectives, direct feedback and that they have the feeling of having some control over the tasks they perform [ 33 ].…”

Adaptación y validación del Inventario de Compromiso con la Clase en estudiantes secundarios y universitarios de Argentina, Bolivia y Chile

“…El compromiso de los estudiantes en la sala de clases se ha definido como el grado en que los estudiantes están involucrados con las actividades dentro del aula producto de su motivación por aprender (Manzano-León et al, 2021;. Aquello representa el resultado de la interacción entre el contexto de la clase y los recursos psicológicos que el estudiante moviliza en respuesta a ellos (Leal-Soto y Carmona-Halty, 2016).…”

“…Al día de hoy, el compromiso del estudiante con el estudio, con la escuela o, incluso, en términos generales, el compromiso en sí mismo, concitan amplio interés en todos los niveles educativos (Martin et al, 2020) por su incidencia en las trayectorias escolares (Goagoses et al, 2020;Mendoza y King, 2020), su relevancia para el desarrollo integral o como factor protector a través de su relación con otras variables (Holbein et al, 2020;Leonard y Gudino, 2020;Reeve et al, 2020) e, incluso, por su importancia como experiencia enriquecedora en sí misma (Shernoff, 2013). En este contexto, el compromiso con la clase ha sido objeto de investigación en estudios recientes con estudiantes escolares estadounidenses , turcos (Sever, 2014) y españoles (Manzano-León et al, 2021). En ellos, se sostienen resultados similares y se discute sobre la necesidad de aumentar los contextos de validación del Inventario de Compromiso con la Clase de .…”

Gamification to Engage Healthy Habits in Socially Deprived Secondary School Students

“…Engagement refers to the active participation, interest, and motivation that students experience in the learning process (Manzano-León et al, 2021). In the context of physical education, engagement plays a crucial role as it promotes more significant involvement of students in physical activities and enhances their commitment to the subject (Subramaniam, 2009).…”