000063455 001__ 63455
000063455 005__ 20180410133142.0
000063455 0247_ $$2doi$$a10.9734/BJESBS/2016/25276
000063455 0248_ $$2sideral$$a102555
000063455 037__ $$aART-2016-102555
000063455 041__ $$aeng
000063455 100__ $$aGutiérrez, M.
000063455 245__ $$aMeasuring School Engagement: Validation and Measurement Equivalence of the Student Engagement Scale on Angolan Male and Female Adolescents
000063455 260__ $$c2016
000063455 5060_ $$aAccess copy available to the general public$$fUnrestricted
000063455 5203_ $$aSchool engagement is defined primarily in relation to the participation of the student in academic achievement, and it is viewed as a multidimensional and integrative construct, or macroconstruct made up of several dimensions. The most repeated typology recognizes three specific dimensions: Cognitive, behavioral, and emotional (affective). Recently, a fourth new dimension, personal agency, has been proposed, which reflects students’ constructive engagement with the academic instructions. F. Veiga has been the first to present a self-report instrument, in Portuguese, to measure these four components, the Student Engagement Scale-4 dimensions (SES-4DS). This research has studied the validity and reliability of this scale and its gender invariance in a sample of 2034 Angolan students. Results have shown a clear scalar invariant factor structure, some reliability problems, and adequate convergent and nomological validity. Latent differences were found between males and females for cognitive and affective engagement. Results are discussed in light of the existing literature.
000063455 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttp://creativecommons.org/licenses/by/3.0/es/
000063455 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000063455 700__ $$aTomás, J. M.
000063455 700__ $$aChireac, S. M.
000063455 700__ $$0(orcid)0000-0002-8624-8757$$aSancho, P.$$uUniversidad de Zaragoza
000063455 700__ $$aRomero, I.
000063455 7102_ $$14009$$2735$$aUniversidad de Zaragoza$$bDepartamento de Psicología y Sociología$$cPsicología Evolutiva y de la Educación
000063455 773__ $$g15, 3 (2016), 1-11$$pBr. j. educ. soc. behav. sci.$$tBritish Journal of Education, Society & Behavioural Science$$x2278-0998
000063455 8564_ $$s150517$$uhttps://zaguan.unizar.es/record/63455/files/texto_completo.pdf$$yVersión publicada
000063455 8564_ $$s70340$$uhttps://zaguan.unizar.es/record/63455/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000063455 909CO $$ooai:zaguan.unizar.es:63455$$particulos$$pdriver
000063455 951__ $$a2018-04-10-13:26:45
000063455 980__ $$aARTICLE