SCHOOL ENGAGEMENT: ADAPTATION AND VALIDITY EVIDENCE FOR THE SES-4DS SCALE

• Autor(a) principal: Silveira, Malu Egidio da
• Data de Publicação: 2018
• Outros Autores: Justi, Francis Ricardo dos Reis
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Psicologia (Universidade Presbiteriana Mackenzie. Online)
• Texto Completo: http://editorarevistas.mackenzie.br/index.php/ptp/article/view/9919
• topic: school engagement;; EAE-E4D scale;; factorial validity;; psychological assessment;; school psychology; compromiso escolar;; escala EAE–4DE;; validez;; evaluación psicológica;; psicología escola; engajamento escolar;; escala EAE-E4D;; validade fatorial;; avaliação psicológica;; psicologia escolar

School engagement is understood as the student’s level of involvement inschool activities, consisting of four aspects: behavioral, cognitive, emotional, andagent. This study aimed at adapting and bringing validity evidence for the SES-4DSscale in Brazil. Three hundred and thirty-seven students from the 5th and 6th gradesof private and public elementary schools took part in this study. Factor Analysis byprincipal axis factoring extraction method and Parallel analysis method resulted in fourfactors. These four factors explained 52.08% of item variance and mirrored the fourschool engagement dimensions predicted by the original SES-4DS scale. The cognitiveengagement factor presented a fair Cronbach’s alpha (.62), and the other factors presented good Cronbach’s alphas: agentic (.74), behavioral (.78), and affective (.81).There was a highlight in the screening and pedagogical potential of the Brazilian version of the SES-4DS scale. However, the scales’ cognitive engagement factor calls forcautious interpretation