TURKISH ADAPTATION OF SCHOOL ENGAGEMENT SCALE

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School engagement can be defined as a commitment to school tasks and feelings of belonging in school. Furthermore, this concept can be explained as “participating in academic and non- academic activities and identifying with and value the goals of schooling.” Research points out that when psychological needs like autonomy, belonging, and competence are met within groups of students, engagement occurs in three dimensions named as emotional, behavioral and cognitive. The aim of this study is to examine the psychometric properties of the School Engagement Scale which was developed by Fredricks, Blumenfeld, Friedel and Paris (2005). First, language validity, convergent and divergent validity is verified. The participants of the study consist of 515 middle school students (261 of girls and 254 of boys). Convenience sampling was used for determining the participants. Findings showed good fit indexes [χ2= 618.90, sd= 149, χ2/df= 4.15, CFI= .96, SRMR= .05]. The item total correlations are between .33 and .67. All items are efficient to discriminate the highest and lowest groups of 27%. The Cronbach Alpha coefficients were higher than .68 for the behavioral dimension, and McDonald omega coefficients were higher than .74. The test-retest validity scores were between .70 and .79. The results indicated that the scale is efficient, valid and reliable to test the school engagement in three dimensions.

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School engagement , scale adaptation , reliability , validity

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

1837

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi