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.
KeywordsAcademic engagement Higher education First-year students Assessment Measurement invariance
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.
Compliance with Ethical Standards
Conflict of Interest
On behalf of all authors, the corresponding author states that there is no conflict of interest.
All procedures performed in studies involving human participants were in accordance with the ethical standards of the Institutional Ethics Research Committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.
Informed consent was obtained from all individual participants included in the study.
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