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3 results on '"Cefai, Carmel"'

1. Understanding and measuring student engagement in school: The results of an international study from 12 countries

Author

Lam, Shui-fong, Jimerson, Shane, Wong, Bernard P.H., Kikas, Eve, Shin, Hyeonsook, Veiga, Feliciano H., Hatzichristou, Chryse, Polychroni, Fotini, Cefai, Carmel, Negovan, Valeria, Stanculescu, Elena, Yang, Hongfei, Liu, Yi, Basnett, Julie, Duck, Robert, Farrell, Peter, Nelson, Brett, Zollneritsch, Josef, carmel.cefai@um.edu.mt, and Repositório da Universidade de Lisboa

Subjects
Male, Contextual factors, Adolescent, Psychometrics, Emotions, education, Concurrent validity, Applied psychology, Student engagement, Test validity, Academic achievement, Peer support, Academic performance, Education, Cognition, Education tests and measurements, Rating scale, Developmental and Educational Psychology, Humans, Learning, Child, Students, Measurement, Schools, Education -- Parent participation, Multilevel model, Reproducibility of Results, Student conduct, Achievement, Education -- Case studies, Scale (social sciences), Female, Factor Analysis, Statistical, Psychology
Abstract

The objective of the present study was to develop a scale that is appropriate for use internationally to measure affective, behavioral, and cognitive dimensions of student engagement. Psychometric properties of this scale were examined with data of 3,420 students (7th, 8th, and 9th grade) from 12 countries (Austria, Canada, China, Cyprus, Estonia, Greece, Malta, Portugal, Romania, South Korea, the United Kingdom, and the United States). The intraclass correlation of the full-scale scores of student engagement between countries revealed that it was appropriate to aggregate the data from the 12 countries for further analyses. Coefficient alphas revealed good internal consistency. Test-retest reliability coefficients were also acceptable. Confirmatory factor analyses indicated that the data fit well to a second-order model with affective, behavioral, and cognitive engagement as the first-order factors and student engagement as the second-order factor. The results support the use of this scale to measure student engagement as a metaconstruct. Furthermore, the significant correlations of the scale with instructional practices, teacher support, peer support, parent support, emotions, academic performance, and school conduct indicated good concurrent validity of the scale. Considerations and implications regarding the international use of this student engagement in school measure are discussed., peer-reviewed

Published
2014

2. Understanding and Measuring Student Engagement in School: The Results of an International Study From 12 Countries.

Author

Shui-fong Lam, Jimerson, Shane, Wong, Bernard P. H., Kikas, Eve, Hyeonsook Shin, Veiga, Feliciano H., Hatzichristou, Chryse, Polychroni, Fotini, Cefai, Carmel, Negovan, Valeria, Stanculescu, Elena, Hongfei Yang, Yi Liu, Basnett, Julie, Duck, Robert, Farrell, Peter, Nelson, Brett, and Zollneritsch, Josef

Subjects
*STUDENT engagement, *STUDENT participation, *SCHOOLS, *STUDENTS, *BEHAVIOR
Abstract

The objective of the present study was to develop a scale that is appropriate for use internationally to measure affective, behavioral, and cognitive dimensions of student engagement. Psychometric properties of this scale were examined with data of 3,420 students (7th, 8th, and 9th grade) from 12 countries (Austria, Canada, China, Cyprus, Estonia, Greece, Malta, Portugal, Romania, South Korea, the United Kingdom, and the United States). The intraclass correlation of the full-scale scores of student engagement between countries revealed that it was appropriate to aggregate the data from the 12 countries for further analyses. Coefficient alphas revealed good internal consistency. Test-retest reliability coefficients were also acceptable. Confirmatory factor analyses indicated that the data fit well to a second-order model with affective, behavioral, and cognitive engagement as the first-order factors and student engagement as the second-order factor. The results support the use of this scale to measure student engagement as a metaconstruct. Furthermore, the significant correlations of the scale with instructional practices, teacher support, peer support, parent support, emotions, academic performance, and school conduct indicated good concurrent validity of the scale. Considerations and implications regarding the international use of this student engagement in school measure are discussed. [ABSTRACT FROM AUTHOR]

Published
2014
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3. Do girls and boys perceive themselves as equally engaged in school? The results of an international study from 12 countries

Author

Lam, Shui-fong, Jimerson, Shane, Kikas, Eve, Cefai, Carmel, Veiga, Feliciano H., Nelson, Brett, Hatzichristou, Chryse, Polychroni, Fotini, Basnett, Julie, Duck, Robert, Farrell, Peter, Liu, Yi, Negovan, Valeria, Shin, Hyeonsook, Stanculescu, Elena, Wong, Bernard P.H., Yang, Hongfei, and Zollneritsch, Josef

Subjects
*COEDUCATIONAL schools, *GENDER differences (Psychology), *STRUCTURAL equation modeling, *ACADEMIC ability, *MEDIATION, *FOREIGN study
Abstract

Abstract: This study examined gender differences in student engagement and academic performance in school. Participants included 3420 students (7th, 8th, and 9th graders) from Austria, Canada, China, Cyprus, Estonia, Greece, Malta, Portugal, Romania, South Korea, the United Kingdom, and the United States. The results indicated that, compared to boys, girls reported higher levels of engagement in school and were rated higher by their teachers in academic performance. Student engagement accounted for gender differences in academic performance, but gender did not moderate the associations among student engagement, academic performance, or contextual supports. Analysis of multiple-group structural equation modeling revealed that perceptions of teacher support and parent support, but not peer support, were related indirectly to academic performance through student engagement. This partial mediation model was invariant across gender. The findings from this study enhance the understanding about the contextual and personal factors associated with girls'' and boys'' academic performance around the world. [Copyright &y& Elsevier]

Published
2012
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