School engagement of children in early grades: Psychometric, and gender comparisons

Autoři: Morteza Charkhabi aff001;  Evgeny Khalezov aff001;  Tatyana Kotova aff003;  Julien S Baker aff004;  Frederic Dutheil aff005;  Marie Arsalidou aff001
Působiště autorů: National Research University Higher School of Economics, Moscow, Russia aff001;  Université Clermont Auvergne, CNRS, LaPSCo, Physiological and Psychosocial Stress, Clermont-Ferrand, France aff002;  Russian Academy for National Economy and Public Administration, Moscow, Russia aff003;  Centre for Health and Exercise Science Research, Department of Sport, Physical Education and Health, Hong Kong Baptist University, Kowloon Tong, Hong Kong aff004;  Université Clermont Auvergne, CNRS, LaPSCo, Physiological and Psychosocial Stress, University Hospital of Clermont-Ferrand, CHU Clermont-Ferrand, Preventive and Occupational Medicine, WittyFit, Clermont-Ferrand, France aff005;  York University, Toronto, Ontario, Canada aff006
Vyšlo v časopise: PLoS ONE 14(11)
Kategorie: Research Article
doi: 10.1371/journal.pone.0225542


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.

Klíčová slova:

Behavior – Emotions – Human learning – Children – Learning – Psychometrics – Schools – Russian people


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Článek vyšel v časopise


2019 Číslo 11