An examination of the relationship among affective, cognitive, behavioral, and academic factors of student engagement of 9th grade students
by Burrows, Peter L., D.Ed., UNIVERSITY OF OREGON, 2010, 69 pages; 3420338

Abstract:

Research has identified the construct of student engagement as an antecedent to positive academic outcomes. In this study, the Student Engagement Instrument (SEI) was administered to 371 9th grade students at a comprehensive high school to measure the cognitive and affective engagement of students. Exploratory factor analyses were conducted on the 35-item SEI with best model fit matching previous research in which a five-factor model was found. Logistic and multiple regression analyses were then utilized to explore the relationships among cognitive and affective engagement and student achievement and behavioral outcomes. Findings generally supported the significance of the student engagement subtypes of cognitive and affective engagement in predicting educational outcomes. Results suggest that further study of the affective and cognitive subtypes and their development over the course of a student's education would enhance the understanding of the student engagement construct and lead to the development of interventions to mediate the effects of these subtypes.

 
AdvisersEdward J. Kame'enui; Keith Zvoch
SchoolUNIVERSITY OF OREGON
SourceDAI/A 71-09, p. , Sep 2010
Source TypeDissertation
SubjectsEducational leadership; Secondary education
Publication Number3420338
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