Testing the Factorial Validity of the Classroom Engagement Inventory with Spanish Students

Ana Manzano-León; José M Rodríguez-Ferrer; José Manuel Aguilar-Parra; Rubén Trigueros; Maria P Del Pilar Díaz-López; Nuria Torres-López; Carolina Fernández-Jiménez

doi:10.2147/PRBM.S316048

Testing the Factorial Validity of the Classroom Engagement Inventory with Spanish Students

Psychol Res Behav Manag. 2021 Jul 12:14:1011-1018. doi: 10.2147/PRBM.S316048. eCollection 2021.

Authors

Ana Manzano-León¹, José M Rodríguez-Ferrer¹, José Manuel Aguilar-Parra¹, Rubén Trigueros¹, Maria P Del Pilar Díaz-López¹, Nuria Torres-López², Carolina Fernández-Jiménez³

Affiliations

¹ Department of Psychology, University of Almería, Almeria, Spain.
² Department of Humanities, University of Almería, Almeria, Spain.
³ Department of Psychology, University of Granada, Granada, Spain.

Abstract

Introduction: The purpose of the study was to test the factorial validity of Classroom Engagement Inventory of Wang, Bergin and Bergin with Spanish high school students.

Methods: In this study, 546 students participated (mean = 13.27, standard deviation = 0.629), from several high schools in Andalusia. To analyze the psychometric properties of the scale, several analyses were carried out.

Results: The results offered support for the five-factor structure. The analysis of invariance with respect to gender showed that the factor structure of the questionnaire was invariant. The Cronbach alpha values were higher than 0.70 in the subscales.

Discussion: The results of this study demonstrated the reliability and validity of the Spanish version of the Classroom Engagement Inventory with high school students.

Keywords: academic motivation; engagement; factorial analysis; teenagers.