University student engagement inventory (USEI): psychometric properties

Academic engagement describes students’ investment in academic learning and achievement and is an important indicator of students’ adjustment to university life, particularly in the first year. A tridimensional conceptualization of academic engagement has been accepted (behavioral, emotional and cognitive dimensions). This paper tests the dimensionality, internal consistency reliability and invariance of the University Student Engagement Inventory (USEI) taking into consideration both gender and the scientific area of graduation. A sample of 908 Portuguese first-year university students was considered. Good evidence of reliability has been obtained with ordinal alpha and omega values. Confirmatory factor analysis substantiates the theoretical dimensionality proposed (second-order latent factor), internal consistency reliability evidence indicates good values and the results suggest measurement invariance across gender and the area of graduation. The present study enhances the role of the USEI regarding the lack of consensus on the dimensionality and constructs delimitation of academic engagement.Jorge Sinval received funding from the William James Center for Research, Portuguese Science Foundation (FCT UID/PSI/04810/2013). Leandro S. Almeida and Joana R. Casanova received funding from CIEd – Research Centre on Education, projects UID/CED/1661/2013 and UID/CED/1661/2016, Institute of Education, University of Minho, through national funds of FCT/MCTES-PT. Joana R. Casanova received funding from the Portuguese Science Foundation (FCT) as a Doctoral Grant, under grant agreement number SFRH/BD/117902/2016.info:eu-repo/semantics/publishedVersio

Handbook of Research on Student Engagement

XXVII, 840 p. 69 illus.online resource

Curriculum-Based Measurement Oral Reading as an Indicator of Reading Achievement: A Meta-Analysis of the Correlational Evidence

This meta-analysis summarized the correlational evidence of the association between the CBM Oral Reading measure (R-CBM) and other standardized measures of reading achievement for students in grades 1–6. Potential moderating variables were also examined (source of criterion test, administration format, grade level, length of time, and type of reading subtest score). Results indicated a significant, strong overall correlation among R-CBM and other standardized tests of reading achievement and differences in correlations as a function of source of test, administration format, and reading subtest type. No differences in the magnitude of correlations were found across grade levels. In addition, there was minimal evidence of publication bias. Results are discussed in terms of existing literature and directions for future research

Evaluating the Interpretations and Use of Curriculum-Based Measurement in Reading and Word Lists for Universal Screening in First and Second Grade

Universal screening in elementary schools often includes administering curriculum-based measurement in reading (CBM-R); but in first grade, nonsense word fluency (NWF) and, to a lesser extent, word identification fluency (WIF) are used because of concerns that CBM-R is too difficult for emerging readers. This study used Kane\u27s argument-based approach to validation as a framework to evaluate the interpretations and use of scores resulting from screening 257 first- and second-grade students. First, scores from three word lists (decodable WIF, high-frequency WIF, and whole-word NWF) were examined as indicators of reading achievement. Then, the use of these word list scores was evaluated regarding their ability to classify at-risk readers accurately and as supplements to CBM-R during the winter universal screening period. Participants were also concurrently administered a norm-referenced measure of early reading skills and global reading achievement. Results suggested that the word lists were good indicators of reading achievement and provided support for using CBM-R or a word list in conjunction with CBM-R to discriminate among at-risk readers. Findings have implications for the administration of universal screeners in first and second grade

Supplemental Material - Cross-Cultural Validation of the Student Engagement Instrument for Chilean Students

Supplemental Material for Cross-Cultural Validation of the Student Engagement Instrument for Chilean Students by Jorge J. Varela, Roberto Melipillán, Amy L. Reschly, Ana Maria Squicciarini Navarro, Felipe Peña Quintanilla, and Paola Sánchez Campos in Journal of Psychoeducational Assessment</p