Abstract
This study analyzes the psychometric properties of the engagement to academic tasks (Comp-TA) questionnaire. Rigorous criteria were considered in its design and validation, such as theoretical review, expert judgment, pilot test, and exploratory and confirmatory factor analysis. The instrument was administered face-to-face and in remote modality to a convenience sample of 563 high-school students from schools in Concepción, Chile. The analyses showed a latent structure with a good fit to the data, consisting of 15 items that underlie the factors of academic engagement: behavioral, cognitive, and affective. The reliability analysis yielded an internal consistency of .92 according to the ordinal alpha. Guidelines for its use to deepen the educational process of high-school students are argued.
Highlights
Given the above, there is evidence of a disconnection between the characteristics of students and teaching practices, a disarticulation that Meller focuses on the lack of training students in 21st-century skills noting that in “Latin America, 19th-century schools coexist, with 20th-century teachers and 21st-century students” (2016, p.30)
Vezub [5] adds that novice teachers tend to reiterate the strategies they visualize from their mentors. is discordance is compounded by the stagnant learning results during the last decade
Its easy and quick application allows the measurement of engagement to academic tasks as a generic constructor in a differentiated way in allusion to its three dimensions: affective, behavioral, and cognitive
Summary
There is evidence of a disconnection between the characteristics of students and teaching practices, a disarticulation that Meller focuses on the lack of training students in 21st-century skills noting that in “Latin America, 19th-century schools coexist, with 20th-century teachers and 21st-century students” (2016, p.30). Academic engagement is a construct that was initially studied in work contexts and referred to the energy and passion that workers had towards their activity [17]. In education, it has become a prominent theoretical orientation and receives great attention from educators and researchers [18]. According to Alrashidi et al [18], there are two main theoretical orientations or approaches in the literature
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