Enabling multi-dimensional measurement of student engagement in engineering learning environments

• Autores: Denise R. Simmons, Nathaniel J. Hunsu, Olusola O. Adesope
• Localización: The International journal of engineering education, ISSN-e 0949-149X, Vol. 35, no. 6 (Parte A), 2019, págs. 1827-1838
• Idioma: inglés
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• Resumen

  • Engineering student engagement is linked to belonging and persistence, which have been shown to influence graduation rates. Littleis known about the ways in which engineering engagement is influenced by peers and faculty, motivation, satisfaction, andbelonging in a learning setting. This research describes the approach used to develop the items to measure post-secondary students’engineering engagement in their learning environment. Having an instrument that assesses engineering student engagement relativeto their disposition toward their academic discipline, themselves, other students, and faculty will extend the research base onengineering student learning and retention and answer specific calls to examine these factors. We used several statistical techniquesincluding exploratory and confirmatory factor analyses (n = 976) to explore the reliability and validity of the engagement subscales.Exploratory and confirmatory factor analyses of the data indicated that the instrument best fits a six-factor model. The factors are:Major Satisfaction, Academic Discipline Belonging, Major Valuing, Achievement Striving, Peer Interaction, and Positive FacultyRelationship. The consistency of the observed inter-factor correlations strengthens the validity of the PosSE Survey as aninstrument that measures different facets of affective engagement.