Validation of the mixed multifactor scale of educational engagement (MMSEE)

Referencias bibliográficas

• Al-Alwan, A. (2014). Modeling the relations among parental involvement, school engagement and academic performance of high school students. International Education Studies, 7(4), 47. http://dx.doi.org/10.5539/ies.v7n4p47
• Allodi, M. (2010). The meaning of social climate of learning environments: Some reasons why we do not care enough about it. Learning Environments Research, 13(2), 89-104. https://doi.org/10.1007/s10984-010-9072-9
• Bentler, P. M. (2006). EQS 6 structural equations program manual. Encino, CA: Multivariate Software.
• Beymer, P. N., Rosenberg, J. M., Schmidt, J. A., & Naftzger, N. J. (2018). Examining Relationships among Choice, Affect, and Engagement in Summer STEM Programs. Journal of Youth and Adolescence, 1-14. https://doi.org/10.1007/s10964-018-0814-9
• Bilge, F., Dost, M., & Cetin, B. (2014). Factors Affecting Burnout and School Engagement among High School Students: Study Habits, Self-Efficacy Beliefs, and Academic Success. Educational Sciences: Theory & Practice, 14(5), 1721-1727. https://doi.org/10.12738/estp.2014.5.1727
• Brickman, S., Alfaro, E., Weimer, A., & Watt, K. (2013). Academic Engagement: Hispanic Developmental and Non developmental Education Students. Journal of Developmental Education, 37(2), 14. http://www.jstor.org/stable/24613986
• Brown, T. (2006). CFA with equality constraints, multiple groups, and mean structures. In T. Brown (Ed.), Confirmatory factor analysis for applied research (pp. 236-319). New York, NY: Guildford Press.
• Caballero, D., Cecilia, C., Abello, L, & Palacio, S. (2007). Relación del burnout y el rendimiento académico con la satisfacción frente a los estudios en estudiantes universitarios. Avances en psicología latinoamericana, 25(2), 98-111. http://www.redalyc.org/comocitar.oa?id=79925207
• Chapman, E. (2003). Alternatives approaches to assessing Student Engagement Rates. Practical Assessment, Research and Evaluation, 8(13). https://goo.gl/jPqtTK
• Chin, W. (2004). PLS-Graph. Version 3.00. build 1060. Texas, USA: University of Houston.
• Churchill, G. (1979). A paradigm for developing better measures of marketing constructs. Journal of marketing research, 16(1), 64-73. https://doi.org/10.2307/3150876
• Doctoroff, G. L., & Arnold, D. H. (2017). Doing homework together: The relation between parenting strategies, child engagement, and achievement. Journal of Applied Developmental Psychology, 48, 103-113. https://doi.org/10.1016/j.appdev.2017.01.001
• Eccles, J. (2008). Can middle school reform increase high school graduation rates? Santa Barbara, Estados Unidos: Univerity of California. http://cdrpsb.org/researchreport12.pdf
• Extremera, N., Durán, M., & Rey, L. (2007). Inteligencia emocional y su relación con los niveles de burnout, engagement y estrés en estudiantes universitarios. Revista de educación, 342(1), 239-256. https://goo.gl/UZGCAf
• Fall, A., & Roberts, G. (2012). High school dropouts: Interactions between social context, self perceptions, school engagement, and student dropout. Journal of Adolescence, 35(4), 787-798. https://doi.org/10.1016/j.adolescence.2011.11.004
• Fornell, C., & Larcker, F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of marketing research, pp. 39-50. https://www.jstor.org/stable/3151312
• Gazelle, H. (2006). Class climate moderates peer relations and emotional adjustment in children with an early history of anxious solitude: A child environment model. Developmental psychology, 42(6), 1179. http://dx.doi.org/10.1037/0012-1649.42.6.1179
• Gefen, D., & Straub, D. (2005). A practical guide to factorial validity using PLS-Graph: Tutorial and annotated example. Communications of the Association for Information systems, 16(1), 5. http://dx.doi.org/10.13140/RG.2.1.1111.4324
• Gilbert, P. (2007). Evolved minds and compassion in the therapeutic relationship. En P. Gilbert y R. Leahy (Eds.), The Therapeutic Relationship in the Cognitive-Behavioural Psychotherapies (pp. 106–142). Londres, Inglaterra: Routledge.
• González, A., & Verónica, P. (2014). Engagement and Performance in Physics: The Role of Class Instructional Strategies, and Student’s Personal and Situational Interest. Revista de Psicodidáctica, 20(1), 25-45. http://dx.doi.org/10.1387/RevPsicodidact.11370
• Hair, J., Anderson, R., Tatham, R., & Black, W. (1998). Multivariate data analysis. New Jersey, NJ: Upper Saddle River
• Hair, J., Black, W., Babin, B., & Anderson R. (2014). Exploratory factor analysis. In J. Hair, W. Black, B. Babin & R. Anderson (Eds.), Multivariate Data Analysis (pp.89-150). Essex, England: Pearson Education Ltd.
• Hamre, B., & Pianta, R. (2005). Can instructional and emotional support in the first‐grade classroom make a difference for children at risk of school failure? Child development, 76(5), 949-967. https://doi.org/10.1111/j.1467-8624.2005.00889.x
• Harris, A. (2008). Leading Innovation and Change: knowledge creation by schools for schools. European Journal of Education, 43(2), 219-228. https://doi.org/10.1111/j.1465-3435.2008.00343.x
• Hirschfield, P., & Gasper, J. (2011). The relationship between school engagement and delinquency in late childhood and early adolescence. Journal of Youth Adolescence, 40, 3-22. https://doi.org/10.1007/s10964-010-9579-5
• Hoyle, R. (1995). Structural equation modeling: Concepts, issues, and applications. London: Sage.
• Hu, L., & Bentler, P. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural equation modeling: a multidisciplinary journal, 6(1), 1-55. https://doi.org/10.1080/10705519909540118
• Kasser, T. (2002). The high price of materialism. Londres, Inglaterra: MIT Press.
• Kimbark, K., Peters, M. L., & Richardson, T. (2017). Effectiveness of the student success course on persistence, retention, academic achievement, and student engagement. Community College Journal of
• Research and Practice, 41(2), 124-138. https://doi.org/10.1080/10668926.2016.1166352
• Ladd, G., & Dinella, L. (2009). Continuity and change in early school engagement: Predictive of children's achievement trajectories from first to eighth grade? Journal of Educational Psychology, 101(1), 190-206. https://doi.org/10.1037/a0013153
• Lekes, N., Hope, N. H., Gouveia, L., Koestner, R., & Philippe, F. L. (2012). Influencing value priorities and increasing well-being: The effects of reflecting on intrinsic values. The Journal of Positive Psychology, 7(3), 249-261. https://doi.org/10.1080/17439760.2012.677468
• Liu, R. D., Zhen, R., Ding, Y., Liu, Y., Wang, J., Jiang, R., & Xu, L. (2018). Teacher support and math engagement: roles of academic self-efficacy and positive emotions. Educational Psychology, 38(1), 3-16. https://doi.org/10.1080/01443410.2017.1359238
• López, L., & Moreno, J. (2013). Los procesos de coaching como potenciadores del engagement. Tourism & Management Studies, (2), 536-550. http://dx.doi.org/10.1016/j.estger.2015.03.002
• Lorenzo-Seva, U., & Ferrando, P.J. (2013). FACTOR 9.2 A Comprehensive Program for Fitting Exploratory and Semiconfirmatory Factor Analysis and IRT Models. Applied Psychological Measurement, 37(6), 497-498. https://doi.org/10.1177%2F0146621613487794
• Martínez, I., & Salanova, M. (2003). Niveles de burnout y engagement en estudiantes universitarios: relación con el desempeño y desarrollo profesional. Revista de Educación, 330(1), 361-371. http://dx.doi.org/10.6018/eglobal.17.2.268831
• Marzano, R., & Pickering, D. (2011). The Highly Engaged Classroom. Bloomington, Estados Unidos: Marzano Research Laboratory.
• Meyer, E. (2010). Gender and sexual diversity in schools (Vol. 10). Berlín, Alemania: Springer Science & Business Media. https://doi.org/10.1007/978-90-481-8559-7
• Mitra, D., & Serriere, S. (2012). Student Voice in Elementary School Reform Examining Youth Development in Fifth Graders. American Educational Research Journal, 49(4), 743-774. https://doi.org/10.3102%2F0002831212443079
• Nunnally, J. (1967). Psychometric Theory. New York: McGraw Hill.
• O'Brien, P., & Lai, M. (2011). Student Voice: How can it help us to understand students' experiences of school? Wellington, New Zealand: Assessment Symposium, Rutherford House.
• Parsons, J., & Taylor, L. (2011). Improving student engagement. Current issues in education, 14(1). https://cie.asu.edu/ojs/index.php/cieatasu/article/view/745
• Reeve, J., Jang, H., Carrell, D., Jeon, S., & Barch, J. (2004). Enhancing students' engagement by increasing teachers' autonomy support. Motivation and emotion, 28(2), 147-169. https://doi.org/10.1023/B:MOEM.0000032312.95499.6f
• Reyes, S. (2016). Fortalecer la implicación y el compromiso de los estudiantes con la universidad. Una visión multidimensional del engagement. Tesis Doctoral. Sevilla, España: Universidad de Sevilla. https://idus.us.es/xmlui/handle/11441/52285
• Robinson, C., & Hullinger, H. (2008). New benchmarks in higher education: Student engagement in online learning. Journal of Education for Business, 84(2), 101–109. https://doi.org/10.3200/JOEB.84.2.101-109
• Rumberger, R. (2011). High school dropouts in the United States. En S. Lamb, E. Markussen, R. Teese, J. Polesel & N. Sandberg (Eds.), School dropout and completion (pp. 275–294). Berlín, Alemania: Springer. https://doi.org/10.1007/978-90-481-9763-7
• Ryan, R., & Deci, E. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67. https://doi.org/10.1006/ceps.1999.1020
• Saeed, S., & Zyngier, D. (2012). How motivation influences student engagement: A qualitative case study. Journal of Education and Learning, 1(2), 252. http://dx.doi.org/10.5539/jel.v1n2p252
• Salanova, M., & Schaufeli, W. (2009). El engagement en el trabajo: cuando el trabajo se convierte en pasión. España: Alianza Editorial. https://goo.gl/6qudE1
• Salanova, M., Bakker, A. & Llorens, S. (2006). Flow at Work: Evidence for a Gain Spiral of Personal and Organizational Resources. Journal of Happiness Studies, 7, 1-22. https://doi.org/10.1007/s10902-005-8854-8
• Scardamalia, M., & Bereiter, C. (1996). Engaging students in a knowledge society. Educational leadership, 54(3), 6-10. https://doi.org/10.1016/j.compedu.2009.07.003
• Schaufeli W., & Bakker A. (2003). Utrecht Work Engagement Scale (UWES) Preliminary Manual. Utrecht, Países Bajos: Occupational Health Psychology Unit, University, ND. https://goo.gl/nqu9zE
• Schmidt, J., Kackar-Cam, H., Strati, A., & Shumow, L. (2015). The Role of Challenge in Students' Engagement and Competence in High School Science Classrooms: Hispanic and Non-Hispanic Whites Compared. NCSSS Journal, 20(1), 20-26. https://doi.org/10.1371/journal.pone.0027826
• Serrano, C., & Andreu, Y. (2016). Perceived emotional intelligence, subjective well-being, perceived stress, engagement and academic achievement of adolescents. Revista de Psicodidáctica, 21(2). https://doi.org/10.1387/RevPsicodidact.14887
• Shernoff, D. (2012). Engagement and positive youth development: Creating optimal learning environments. En J. Royer (Ed.), Individual differences and cultural and contextual factors. APA handbooks in psychology (pp. 195-220). Washington, Estados Unidos: American Psychological Associaton. http://www.apa.org/pubs/books/4311503.aspx?tab=2
• Shernoff, D., Tonks, S., & Anderson, B. G. (2014). The impact of the learning environment on student engagement in high school classrooms. Engaging youth in schools: Evidence-based models to guide future innovations. Nueva York, Estados Unidos: NSSE Yearbooks by Teachers College Record.
• Suttle, C. (2010). Engagement in online courses (Tesis Doctoral). Capella University, Estados Unidos.
• Vickers, M., Finger, L., Barker, K., & Bodkin-Andrews, G. (2014). Measuring the Impact of Students' Social Relations and Values: Validation of the Social-Relational Support for Education Instrument. Australian Journal of Educational & Developmental Psychology, 14, 71-92. https://doi.org/10.1037/0021-9010.82
• Wang, M., & Holcombe, R. (2010). Adolescent’s perceptions of school environment, engagement, and academic achievement in middle school. American Educational Research Journal, 47, 633-662. https://doi.org/10.3102/0002831209361209
• Wang, M., Willett, J., & Eccles, J. (2011). The assessment of school engagement: Examining dimensionality and measurement invariance by gender and race/ethnicity. Journal of School Psychology, 49(4), 465-480. https://doi.org/10.1016/j.jsp.2011.04.001
• Williams, K., & Williams, C. (2011). Five key ingredients for improving student motivation. Research in Higher Education Journal, (12), 1-23. https://doi.org/10.12691/education-3-5-19
• Willms, J., Friesen, S., & Milton, P. (2009). Executive summary. What did you do in school today? Transforming classrooms through social, academic, and intellectual engagement. Toronto, Canada: Canadian Education Associaton. https://goo.gl/oriNhy
• Worthington, R. L., & Whittaker, T. A. (2006). Scale development research: A content analysis and recommendations for best practices. The Counseling Psychologist, 34(6), 806-838. https://doi.org/10.1177/0011000006288127
• Yates, A., Brindley-Richards, W., & Thistoll, T. (2014). Student engagement in distance-based vocational education. Journal of Open, Flexible and Distance Learning, 18(2), 29-43. https://doi.org/10.1080/13538320500074915
• Yazzie-Mintz, E. (2010). Charting the path from engagement to achievement: A report on the 2009 High School Survey of Student Engagement. Bloomington, Estados Unidos: High School Survey of Student Engagement. http://hub.mspnet.org/index.cfm/20806
• Zhang, J., Scardamalia, M., Reeve, R., & Messina, R. (2009). Designs for collective cognitive responsibility in knowledge-building communities. The Journal of the Learning Sciences, 18(1), 7-44. https://doi.org/10.1007/s11251-004-2518-7
• Zyngier, D. (2011). (Re)conceptualising risk: left numb and unengaged and lost in a no-man’s-land or what (seems to) work for at-risk students. International Journal of Inclusive Education, 15(2), 211-231. https://doi.org/10.1080/13603110902781427