Development of Indicators of Academic Engagement among Undergraduate Students
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Published:
Jan 1, 2018
Keywords:
academic engagement undergraduate students indicator development factor analysis
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Abstract
This research aims to develop indicators and to test the validity of the measurement model of academic engagement among undergraduate students. The study is divided into two phases: phase one is the analysis of indicators using exploratory factor analysis (EFA); phase two is the structural vilification of the measurement model of academic engagement among undergraduate students using confirmatory factor analysis (CFA). The sample of this research consists eight hundred and forty undergraduate students obtained by using a multi-stage sampling technique.The students complete questionnaires comprising thirty six five-level-rating-scale questions, of which overall reliability measured at 0.92. Key findings indicate the followings: 1) the EFA reveals eight indicators with three higher-order factors. These include (1) cognitive engagement (i.e.,devotion to learning, self-development in learning and self-control in terms of learning), (2) emotional engagement (i.e., feelings toward an institution, feelings toward learning and feeling toward agents involved in learning), and (3) behavioral engagement (i.e., suggestion of learning-related comments
based on individual needs, and learning management; 2) the measurement of structural validity obtained from the CFA on the three higher-order factors and eight indicators indicate the goodness of fit of the model (Chi-square = 16.20, df = 16, p = .439, GFI = .99, AGFI = .97, RMSEA = .005).
Article Details
How to Cite
Wangrungkij, P., Wattananonsaku, S., & Sripahol, S. (2018). Development of Indicators of Academic Engagement among Undergraduate Students. University of the Thai Chamber of Commerce Journal Humanities and Social Sciences, 38(1), 71–89. Retrieved from https://so06.tci-thaijo.org/index.php/utccjournalhs/article/view/153940
Section
Research Articles
ลิขสิทธิ์ของบทความ
ผลงานที่ได้รับการตีพิมพ์ถือเป็นลิขสิทธิ์ของมหาวิทยาลัยหอการค้าไทย ห้ามมิให้นำเนื้อหา ทัศนะ หรือข้อคิดเห็นใด ๆ ของผลงานไปทำซ้ำ ดัดแปลง หรือเผยแพร่ ไม่ว่าทั้งหมดหรือบางส่วนโดยไม่ได้รับอนุญาตเป็นลายลักษณ์อักษรจากมหาวิทยาลัยหอการค้าไทยก่อน
References
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Bronfenbrenner, U. (1986).Ecologyof thefamily as a context for human development: Research perspectives. Developmental Psychology, 22, 723-742.
Christenson, L.S., Wylie, C., & Reschly, L.A. (Eds.). (2012). Handbook of researchon student engagement. New York, NY: Springer.
Connell, J.P. (1990). Context, self, and action: A motivational analysis of self-system processes across the life span. In D. Cicchetti, & M. Beeghly (Eds.), The selftransition: Infancy to childhood (pp. 61-97). Chicago, IL: Chicago University Press.
Connell, J.P., & Wellborn, J.G. (1991).Competence, autonomy and relatedness: A motivational analysis of self-system processes. In M. Gunner, & L.A. Sroufe (Eds), Minnesota Symposium on Child Psychology: Vol. 23 Self Process in Development (pp. 43-77). Chicago, IL: Chicago University Press.
Corno, L., & Mandinach, E.B. (1983). The role of cognitive engagement in classroom learning and motivation. Educational Psychologist, 18, 88-108.
Deci, E.L., & Ryan, R.M. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum.
Deci, E.L., Vallerand, R.J., Pelletier, L.G., & Ryan, R.M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26, 325-346.
Finn, J.D. (1989). Withdrawing from school. Review of Educational Research, 59(2),117-142
Fredricks, J.A., Blumenfeld, P.C., Friedel, J., & Paris, A. (2005). School engagement. In K.A. Moore, & L.H. Lippman (Eds.), What do children need to flourich? Conceptualizing and measuring indicators of positive development (pp. 305-324). New York, NY: Springer.
Fredricks, J.A., Blumenfeld, P.C., & Paris, A.H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109.
Fredricks, J.A. (2015). Academic engagement. In J. Wright (Ed.), The international encyclopedia of social and behavioral sciences (2nd ed., Vol. 2, pp. 31-36). Oxford, England: Elsevier.
Ketonen, E.E., Haarala-Mugonen, A., Hirsto, L., Hänninen, J.J., Wähälä, K., & Lonka, K. (2016). Am I in the right place? Academic engagement and study success during the first years at university. Learning and Individual Differences, 51, 141-148.
Klem, A.M., & Connell, J.P. (2004). Relation Matter: Linking teacher support to student engagement. Journal of School Health, 74(7), 262-273.
Lam, S.–f., Wong, B.P.H., Yang, H., & Liu, Y. (2012). Understanding student engagement with a contextual model.
In S.L. Christenson, A.L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 403-419).
New York, NY: Springer
Lohitsatien, B. (2016). Office of the minister newsline 340/2016 Keynote Lectures “Thailand and the education advancement. Retrieved October 12, 2016, from https://www.moe.go.th/websm/2016/aug/340.html (in Thai).
Marks, H.M. (2000). Student engagement in instructional activity: Patterns in the elementary, middle, and high school years. American Educational Research Journal, 37(1), 153-184
Martin, A.J. (2009). Motivation and engagement across the academic lifespan: A developmental construct validity study
of elementary school, high school, and university college students. Educational and Psychological Measurement, 69, 794 - 824.
Miller, P.H. (2002). Theories of developmental psychology (5th ed.). New York, NY: Worth.
Newman, F.M., Wehlage. G.G., & Lamborn, S.D. (1992). The significance and sources of student engagement. In F.M. Newman (Ed.), Student engagement and achievement in American secondary schools (pp. 11-30). New York, NY:
Pansutcharit, Y. (2011). An analysis of alternative models of school engagement on learning achievement with deep
learning as mediator (Unpublished Master's thesis). Chulalongkorn University, Bangkok, Thailand. (in Thai).
Patsriruang, J. (2012). International indicators of school supervision (Unpublished doctoral dissertation). Silpakorn University, Bangkok, Thailand. (in Thai).
Polsaram, P. (2014). Undergraduate learning reformation: The development of undergraduate learning procedure. Retrieved October 12, 2016, from https://www.edu.chula.ac.th/eduinfo/ed_resch/pansak.pdf (in Thai).
Pongwichai, S. (2015). A computer statistical analysis. Bangkok, Thailand: Chulalongkorn University Press. (in Thai).
Prasertsith, K. (2014). Factors effecting on achievement motivation in learning mathematics courses of science and
technology students in Bangkok University.Journal of Thonburi University, 8(17), 90-100. (in Thai).
Reeve, J. (2012). A self-determination theory perspective on student engagement. In S.L. Christenson, A.L. Reschly, & C.Wylie (Eds.), Handbook of research on student engagement (pp. 149-172). New York, NY: Springer.
Reeve, J., & Tseng, M. (2011). Agency as fourth aspect of student engagement during learning activities. Contemporary Educational Psychology, 36, 257-267.
Skinner, E.A., & Belmont, M.J. (1993).Motivation in the classroom: Reciprocal effects of teacher behavior and student
engagement across the school year. Journal of Educational Psychology, 85(4),571-581.
Skinner, E.A., Kindermann, T.A., & Furrer, C.(2009). A motivational perspective on engagement and disaffection:
Conceptualization and assessment of children’s behavioral and emotional participation in academic activities in
the classroom. Educational and Psychological Measurement, 69, 493-525.
Skinner,E.A., & Pitzer,J.R. (2012). Developmental dynamics of student engagement, coping and everyday resilience. In S.L. Christenson, A.L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 20-44). New York,NY: Springer
Wattananonsakul, S. (2014). Protective predictors of smoking intention among lower secondary school students in
Bangkok, Thailand. Journal of Population and Social Studies, 22(2), 158-173.
Wattananonsakul, S. (2015). Improving learning skills by being a reflective learner. Journal of Behavioral Science for Development, 7(1), 1-13. (in Thai).
Wattananonsakul, S. (2017). Validation of the measurement model of academic selfregulation learning strategies amonguniversity students. Journal of Behavioral Science, 23(2), 43-60. (in Thai).
Wattananonsakul, S., & Sutthisakorn, U. (2015). The development of collective leadership indicators in community leaders working with people networks for drugs prevention and drugs problem solving in Bangkok
metropolis. Srinakharinwirot Research and Development (Journal of Humanities and Social Sciences), 7(14), 114-123. (in Thai).
Wonglorsaichon, B. (2012). Strategies for enhancing school engagement of students from the results of SEM analysis:
Development and implementation (Unpublished doctoral dissertation). Chulalongkorn University, Bangkok, Thailand.
(in Thai)
Yazzie-Mintz, E. (2009). Engaging the voices of students: A report on the 2007 & 2008 High School Survey of Student
Engagement. Retrieved from ERIC database. (ED495758)
Bronfenbrenner, U. (1986).Ecologyof thefamily as a context for human development: Research perspectives. Developmental Psychology, 22, 723-742.
Christenson, L.S., Wylie, C., & Reschly, L.A. (Eds.). (2012). Handbook of researchon student engagement. New York, NY: Springer.
Connell, J.P. (1990). Context, self, and action: A motivational analysis of self-system processes across the life span. In D. Cicchetti, & M. Beeghly (Eds.), The selftransition: Infancy to childhood (pp. 61-97). Chicago, IL: Chicago University Press.
Connell, J.P., & Wellborn, J.G. (1991).Competence, autonomy and relatedness: A motivational analysis of self-system processes. In M. Gunner, & L.A. Sroufe (Eds), Minnesota Symposium on Child Psychology: Vol. 23 Self Process in Development (pp. 43-77). Chicago, IL: Chicago University Press.
Corno, L., & Mandinach, E.B. (1983). The role of cognitive engagement in classroom learning and motivation. Educational Psychologist, 18, 88-108.
Deci, E.L., & Ryan, R.M. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum.
Deci, E.L., Vallerand, R.J., Pelletier, L.G., & Ryan, R.M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26, 325-346.
Finn, J.D. (1989). Withdrawing from school. Review of Educational Research, 59(2),117-142
Fredricks, J.A., Blumenfeld, P.C., Friedel, J., & Paris, A. (2005). School engagement. In K.A. Moore, & L.H. Lippman (Eds.), What do children need to flourich? Conceptualizing and measuring indicators of positive development (pp. 305-324). New York, NY: Springer.
Fredricks, J.A., Blumenfeld, P.C., & Paris, A.H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109.
Fredricks, J.A. (2015). Academic engagement. In J. Wright (Ed.), The international encyclopedia of social and behavioral sciences (2nd ed., Vol. 2, pp. 31-36). Oxford, England: Elsevier.
Ketonen, E.E., Haarala-Mugonen, A., Hirsto, L., Hänninen, J.J., Wähälä, K., & Lonka, K. (2016). Am I in the right place? Academic engagement and study success during the first years at university. Learning and Individual Differences, 51, 141-148.
Klem, A.M., & Connell, J.P. (2004). Relation Matter: Linking teacher support to student engagement. Journal of School Health, 74(7), 262-273.
Lam, S.–f., Wong, B.P.H., Yang, H., & Liu, Y. (2012). Understanding student engagement with a contextual model.
In S.L. Christenson, A.L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 403-419).
New York, NY: Springer
Lohitsatien, B. (2016). Office of the minister newsline 340/2016 Keynote Lectures “Thailand and the education advancement. Retrieved October 12, 2016, from https://www.moe.go.th/websm/2016/aug/340.html (in Thai).
Marks, H.M. (2000). Student engagement in instructional activity: Patterns in the elementary, middle, and high school years. American Educational Research Journal, 37(1), 153-184
Martin, A.J. (2009). Motivation and engagement across the academic lifespan: A developmental construct validity study
of elementary school, high school, and university college students. Educational and Psychological Measurement, 69, 794 - 824.
Miller, P.H. (2002). Theories of developmental psychology (5th ed.). New York, NY: Worth.
Newman, F.M., Wehlage. G.G., & Lamborn, S.D. (1992). The significance and sources of student engagement. In F.M. Newman (Ed.), Student engagement and achievement in American secondary schools (pp. 11-30). New York, NY:
Pansutcharit, Y. (2011). An analysis of alternative models of school engagement on learning achievement with deep
learning as mediator (Unpublished Master's thesis). Chulalongkorn University, Bangkok, Thailand. (in Thai).
Patsriruang, J. (2012). International indicators of school supervision (Unpublished doctoral dissertation). Silpakorn University, Bangkok, Thailand. (in Thai).
Polsaram, P. (2014). Undergraduate learning reformation: The development of undergraduate learning procedure. Retrieved October 12, 2016, from https://www.edu.chula.ac.th/eduinfo/ed_resch/pansak.pdf (in Thai).
Pongwichai, S. (2015). A computer statistical analysis. Bangkok, Thailand: Chulalongkorn University Press. (in Thai).
Prasertsith, K. (2014). Factors effecting on achievement motivation in learning mathematics courses of science and
technology students in Bangkok University.Journal of Thonburi University, 8(17), 90-100. (in Thai).
Reeve, J. (2012). A self-determination theory perspective on student engagement. In S.L. Christenson, A.L. Reschly, & C.Wylie (Eds.), Handbook of research on student engagement (pp. 149-172). New York, NY: Springer.
Reeve, J., & Tseng, M. (2011). Agency as fourth aspect of student engagement during learning activities. Contemporary Educational Psychology, 36, 257-267.
Skinner, E.A., & Belmont, M.J. (1993).Motivation in the classroom: Reciprocal effects of teacher behavior and student
engagement across the school year. Journal of Educational Psychology, 85(4),571-581.
Skinner, E.A., Kindermann, T.A., & Furrer, C.(2009). A motivational perspective on engagement and disaffection:
Conceptualization and assessment of children’s behavioral and emotional participation in academic activities in
the classroom. Educational and Psychological Measurement, 69, 493-525.
Skinner,E.A., & Pitzer,J.R. (2012). Developmental dynamics of student engagement, coping and everyday resilience. In S.L. Christenson, A.L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 20-44). New York,NY: Springer
Wattananonsakul, S. (2014). Protective predictors of smoking intention among lower secondary school students in
Bangkok, Thailand. Journal of Population and Social Studies, 22(2), 158-173.
Wattananonsakul, S. (2015). Improving learning skills by being a reflective learner. Journal of Behavioral Science for Development, 7(1), 1-13. (in Thai).
Wattananonsakul, S. (2017). Validation of the measurement model of academic selfregulation learning strategies amonguniversity students. Journal of Behavioral Science, 23(2), 43-60. (in Thai).
Wattananonsakul, S., & Sutthisakorn, U. (2015). The development of collective leadership indicators in community leaders working with people networks for drugs prevention and drugs problem solving in Bangkok
metropolis. Srinakharinwirot Research and Development (Journal of Humanities and Social Sciences), 7(14), 114-123. (in Thai).
Wonglorsaichon, B. (2012). Strategies for enhancing school engagement of students from the results of SEM analysis:
Development and implementation (Unpublished doctoral dissertation). Chulalongkorn University, Bangkok, Thailand.
(in Thai)
Yazzie-Mintz, E. (2009). Engaging the voices of students: A report on the 2007 & 2008 High School Survey of Student
Engagement. Retrieved from ERIC database. (ED495758)