TY - JOUR
T1 - School engagement of children in early grades
T2 - Psychometric, and gender comparisons
AU - Charkhabi, Morteza
AU - Khalezov, Evgeny
AU - Kotova, Tatyana
AU - Baker, Julien
AU - Dutheil, Frédéric
AU - Arsalidou, Marie
N1 - Funding Information:
Funding is gratefully acknowledged from the Russian Science Foundation (#17-18-01047) to MA. The funder had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript. We wish to thank all of the schools, educators, parents and particularly the children who participated in the study.
PY - 2019/11/1
Y1 - 2019/11/1
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=85075614675&partnerID=8YFLogxK
U2 - 10.1371/journal.pone.0225542
DO - 10.1371/journal.pone.0225542
M3 - Journal article
C2 - 31774827
AN - SCOPUS:85075614675
SN - 1932-6203
VL - 14
JO - PLoS ONE
JF - PLoS ONE
IS - 11
M1 - e0225542
ER -