Abstract
This study examined relations between student engagement and drug use using data obtained from the statewide biennial California Healthy Kids Survey. Latent variable modeling with confirmatory factor analysis indicated four conceptually distinct and psychometrically sound factors capturing academic motivation, school connectedness, caring relations, and meaningful participation. Further tests indicated relative invariance of the measurement models across grade (7th, 9th, and 11th) and gender. Structural equation models indicated unique prediction of drug use from the four engagement factors with academic motivation providing the largest magnitude of effect. Evidence of suppression was corrected statistically to show consistent prediction across the four constructs. The relative magnitude of regression coefficients diminished considerably with the introduction of relevant covariates. Results are discussed in terms of designing educational programs that emphasize multiple facets of engagement while at the same time also addressing pedagogical means to boost student academic motivation.
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16 November 2020
A Correction to this paper has been published: https://doi.org/10.1007/s40688-020-00336-3
Notes
Specification of the four-factor model was preceded by Exploratory Structural Equation Modeling (ESEM), which provides more efficient and less biased parameter estimates compared to CFA (e.g., Marsh et al. 2011). As a result of these exploratory analyses, a fifth 3-item factor assessing high expectations by teachers was collapsed with caring relations, given their high multicollinearity (r > .95) for all three age groups.
Both Betts (2012) and Fredricks et al. (2004) suggest that engagement is best conceived as a “meta-construct” subsuming different components under a broad rubric akin to a higher-order factor. A model testing a more parsimonious higher-order factor fits well for each age group (χ2 (131) = 760.719, CFI = .957, RMSEA = .053 (CIs: .049-.056), SRMR = .042, for the 7th, χ2 (131) = 759.532, CFI = .961, RMSEA = .054 (CIs: .050-.057), SRMR = .045, for the 9th, and χ2 (131) = 796.558, CFI = .959, RMSEA = .058 (CIs: .054-.062), SRMR = .042, for the 11th grade). However, we maintain the primary factor model specifying four distinct predictor constructs provide additional information consistent with the goals of the paper, which includes differentiating prediction of drug use by multiple facets of student engagement.
This model produces an identical fit to the CFA; however, through specification of this model in a regression format, we can detect the unique contribution of each factor to drug use.
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Scheier, L.M., Komarc, M. Associations Between Student Engagement and Drug Use: Age and Gender Comparisons Using the California Healthy Kids Survey. Contemp School Psychol 26, 209–223 (2022). https://doi.org/10.1007/s40688-020-00331-8
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DOI: https://doi.org/10.1007/s40688-020-00331-8