Abstract:
The purpose of this study is to extend the Engagement vs. Disaffection with Learning Scale - Student Report (EvsD; Skinner, Kindermann, & Furrer, 2009) and examine the structural components of the measure. This was done by adapting and adding items that measure active behavioral disaffection to EvsD and examining the structural fit of the extended measure among predominately Hispanic 3rd-7th graders. Student engagement, as measured by EvsD, is multidimensional consisting of behavioral engagement, behavioral disaffection, emotional engagement, and emotional disaffection. However, within the behavioral disaffection component, the scale fails to include items that measure behaviors that are in active opposition to classroom learning (e.g. disruptive, defiant, and restless type behaviors), and only measures behaviors that are passive yet do not interfere with classroom learning (e.g. inattention and lack of effort). Further, the structural components of the measure have not been validated among predominately Hispanic students. EvsD was extended, translated into Spanish, and administered to 216 inner city youth, ages 8 to 14 years old, who attended summer programs in a southwestern U.S. state. Using Structural Equation Modeling with AMOS 4, the component of behavioral disaffection was examined with the inclusion of active disaffection items. The other components of EvsD were also individually examined. Alternative models of EvsD were then compared to determine if the extended measure best fits a one, two, or four factor structure. Regression analyses were also conducted to examine if components of EvsD predict school outcome measures of attendance, discipline referrals, and GPA. Study results indicated that with the addition of active behavioral disaffection items, the component of behavioral disaffection best fits both one and two factor structural models. The other components of EvsD also fit the data well, with behavioral and emotional engagement fitting a one factor model, and emotional disaffection fitting a hierarchical structure differentiating three factors of worry, boredom, and frustration. Comparison of alternative models determined that EvsD best fits a four factor multidimensional structure with active and passive disaffection differentiated within behavioral disaffection. Further, regression analyses confirmed the discriminant validity of active and passive behavioral disaffection with active behavioral disaffection predicting discipline referrals, and passive behavioral disaffection, along with boredom, predicting GPA.
