Dataset Information

School engagement of children in early grades: Psychometric, and gender comparisons.

ABSTRACT: School engagement reflects the degree to which students are invested, motivated and willing to participate in learning at their school and this relates to future academic and professional success. Although school engagement is a primary factor predicting educational dropout or successful school completion in Europe and North America, little is known about school engagement factors in non-English speaking countries. We adapted a 15-item school engagement scale and assessed validity and reliability of the Russian translation on a sample of Russian school-aged children (N = 537, 6-12 years, 46% females) who attended at public schools in Moscow. Results of the final factorial structure that included emotional, cognitive and behavioral components were selected based on its excellent fit indices and principles of parsimony. Component results show that the emotional component has the highest internal consistency and the behavioral component has the lowest. Although, all components are significantly interrelated, we observed no gender differences and no significant correlation with age. Theoretically, our data agree with the notion that children's emotional engagement in schools sets the foundation for learning, participating and succeeding in school activities. Practically, the proposed scale in Russian can be used in educational and clinical settings with Russian speaking children.

SUBMITTER: Charkhabi M

PROVIDER: S-EPMC6881036 | biostudies-literature | 2019

REPOSITORIES: biostudies-literature

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School engagement of children in early grades: Psychometric, and gender comparisons.

Charkhabi Morteza M Khalezov Evgeny E Kotova Tatyana T Baker Julien S JS Dutheil Frédéric F Arsalidou Marie M

PloS one 20191127 11

School engagement reflects the degree to which students are invested, motivated and willing to participate in learning at their school and this relates to future academic and professional success. Although school engagement is a primary factor predicting educational dropout or successful school completion in Europe and North America, little is known about school engagement factors in non-English speaking countries. We adapted a 15-item school engagement scale and assessed validity and reliabilit ...[more]

PMID: 31774827

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Project description:Research in the field of gender and sexuality diversity and, more specifically, negative attitudes toward gender and sexuality diverse individuals, has acknowledged the relationship between individuals' endorsement of sex-differentiated, normative gender roles and their attitudes toward gender and sexuality diversity. Such work has highlighted how normative expectations of gender, drawn from binarized gender roles, sit at the heart of homophobic and transphobic attitudes. Previous research in high school settings has measured gender and sexuality diverse (GSD) students' experiences of homo/transphobic harassment as an element of 'school climate' with regard to acceptance of gender and sexuality diversity. However, to date, no research has measured GSD students' perceptions about how valued binarized, gender-normative roles are at their schools, or the ways in which these norms might impact, and potentially constrain, these students' academic and social schooling lives. The aim of the present study was to address this gap by developing and testing a new, multidimensional measure (the Gender Climate Scale; GCS) of GSD students' ideas about how gender norms function within their school. Using a convenience sample of 2,376 Australian high school students who identify as GSD, the GCS was evaluated for its reliability, construct, and criterion validity and measurement invariance using confirmatory factor analysis (CFA) methods. Findings revealed that the estimates produced from the GCS were reliable, valid, and invariant across student reported gender (male/female/non-binary) and location (urban/rural). Criterion validity was supported, with GCS factors representing the promotion of traditional gender roles in the schooling environment negatively associated with perceived school belonging and inclusion and positively associated with bullying and social isolation. Future research with the GCS can inform school and curriculum policy on this important measure of school climate, not just for GSD students but for whole student cohorts.

Dataset Information

School engagement of children in early grades: Psychometric, and gender comparisons.

Publications

School engagement of children in early grades: Psychometric, and gender comparisons.

Similar Datasets

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