MEASURING ASPIRATIONS, BELONGING, AND PRODUCTIVITY IN SECONDARY STUDENTS: VALIDATION OF THE STUDENT SCHOOL ENGAGEMENT MEASURE

Authors


  • This research was partially funded by a grant from the University of Denver. The data presented are based on the analysis in the doctoral dissertation of Dr. Vazirabadi. Thanks to Jennifer Albanes, Kelli Pfaff, Susan McDonald, Christina Jack, and Rachel Wonner for their assistance in this work.

Correspondence to: Cynthia E. Hazel, Child, Family, and School Psychology, Morgridge College of Education, University of Denver, 1999 East Evans Street, Denver CO 80208. E-mail: chazel@du.edu

Abstract

This article proposes a model of student school engagement, comprising aspirations, belonging, and productivity. From this model, items for the Student School Engagement Measure (SSEM) were developed. The SSEM was validated with data from 396 eighth graders in an urban school district. Utilizing structural equation modeling, the second-order empirical model of the SSEM was found to fit the data well, to have good reliability for the three factors, and to be predictive of district-identified risk factors and state standardized academic assessment results. These results suggest that the Student School Engagement Model and the SSEM may be useful tools for understanding which students might be at increased risk for school dropout and how to intervene to support school completion. Recommendations for practitioners and future research are given.

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