TY - JOUR
T1 - Multidimensional structure and measurement invariance of school engagement
AU - Lee, Sunbok
N1 - Funding Information:
This research was supported in part by a grant to Richard M. Lerner, Tufts University, from the National 4-H Council. This work was supported by the Ewha Womans University Research Grant of 2020.
Publisher Copyright:
© 2021 Society for the Study of School Psychology
PY - 2021/12
Y1 - 2021/12
N2 - This study examined the multidimensional structure and measurement invariance of a school engagement instrument using confirmatory factor analysis (CFA), exploratory structural equation modeling (ESEM), bifactor CFA (BCFA), and bifactor ESEM (BESEM). Participants consisted of 1731 students in Grades 9 - 11 from the 4-H Study of Positive Youth Development in the United States. The use of the CFA, ESEM, BCFA, and BESEM models was expected to provide more insight into the cross-loading and hierarchical structures of school engagement. We found empirical evidence to support the (a) tripartite factor structure of school engagement, (b) existence of cross-loadings and hierarchical structures, (c) measurement invariance across gender (male vs female) and race (European American vs African American), and (d) expected latent means differences by gender.
AB - This study examined the multidimensional structure and measurement invariance of a school engagement instrument using confirmatory factor analysis (CFA), exploratory structural equation modeling (ESEM), bifactor CFA (BCFA), and bifactor ESEM (BESEM). Participants consisted of 1731 students in Grades 9 - 11 from the 4-H Study of Positive Youth Development in the United States. The use of the CFA, ESEM, BCFA, and BESEM models was expected to provide more insight into the cross-loading and hierarchical structures of school engagement. We found empirical evidence to support the (a) tripartite factor structure of school engagement, (b) existence of cross-loadings and hierarchical structures, (c) measurement invariance across gender (male vs female) and race (European American vs African American), and (d) expected latent means differences by gender.
KW - Bifactor models
KW - Exploratory structural equation modeling
KW - Measurement invariance
KW - Multidimensionality
KW - School engagement
KW - United States
UR - http://www.scopus.com/inward/record.url?scp=85116227266&partnerID=8YFLogxK
U2 - 10.1016/j.jsp.2021.09.001
DO - 10.1016/j.jsp.2021.09.001
M3 - Article
C2 - 34836574
AN - SCOPUS:85116227266
SN - 0022-4405
VL - 89
SP - 20
EP - 33
JO - Journal of School Psychology
JF - Journal of School Psychology
ER -