Assessment of student engagement among junior high school students and associations with self-esteem, burnout, and academic achievement

Tuomo E. Virtanen, Noona Kiuru, Marja-Kristiina Lerkkanen, Anna-Maija Poikkeus, Matti Kuorelahti

Abstract


The aim of the study was to investigate the structure of affective and cognitive engagement using the Student Engagement Instrument (SEI; Appleton, Christenson, Kim, & Reschly, 2006) and to examine the associations to behavioral engagement, as well as student-reported self-esteem, burnout, and academic achievement among Finnish junior high school students. The analyses were carried out in the main sample of 2,485 students, as well as in an independent sample of 821 students. The results showed that the original five-factor structure of the SEI construed along three affective and two cognitive engagement factors fit the current data relatively well. Affective and cognitive student engagement correlated positively with an independent measure of behavioral engagement. Furthermore, affective and cognitive engagement were positively associated with student-reported self-esteem and academic achievement, and negatively with school burnout. The findings provided corroborating evidence for the psychometric properties and utilization of the SEI instrument for assessing the engagement of junior high school students.

Keywords


Affective engagement; Cognitive engagement; Behavioral engagement; Student Engagement Instrument

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Copyright Waxmann 2009-2016 - Imprint
Journal for Educational Research Online/Journal für Bildungsforschung Online (ISSN 1866-6671)