Assessing Engagement in Chinese Upper Secondary School Students Using the Chinese Version of the Schoolwork Engagement Inventory: Energy, Dedication, and Absorption (CEDA)
academic engagement; Chinese adolescents; depression; high school students; school engagement; vocational school students; well-being; Psychology (all); General Psychology
Abstract :
[en] The schoolwork engagement inventory: Energy, Dedication, and Absorption (EDA) is a measure of students' engagement in schoolwork and has been demonstrated valid in Western student populations. In this study, we adapted this inventory to and tested its psychometric appropriates in Chinese upper secondary school students (CEDA). Participants were 1,527 general high school students and 850 vocational high school students. The mean age of the total sample was 16.21 years (54.4% females, age span: 15–19 years). The results of confirmatory factor analyses (CFA) showed that a modified one-factor model fitted the data best. The results of the multigroup CFA showed that the factor structure was metrically invariant across school tracks (i.e., general or vocational high school) and scalarly invariant across gender and school types (i.e., ordinary or key school). Moreover, schoolwork engagement was negatively related to emotional exhaustion and positively related to self-efficacy, perseverance of effort, teacher–student relationships, and life satisfaction. Overall, the CEDA can be regarded as a valid measure for the assessment of student engagement in the Chinese upper secondary school context.
Disciplines :
Education & instruction
Author, co-author :
TEUBER, Ziwen ; University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Behavioural and Cognitive Sciences (DBCS) > Cognitive Science and Assessment ; Department of Psychology, Bielefeld University, Bielefeld, Germany
Tang, Xin; Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland ; School of Psychology, Central China Normal University, Wuhan, China
Salmela-Aro, Katariina; Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland
Wild, Elke; Department of Psychology, Bielefeld University, Bielefeld, Germany
External co-authors :
no
Language :
English
Title :
Assessing Engagement in Chinese Upper Secondary School Students Using the Chinese Version of the Schoolwork Engagement Inventory: Energy, Dedication, and Absorption (CEDA)
Appleton J. J., Christenson S. L., Kim D., Reschly A. L., (2006). Measuring cognitive and psychological engagement: validation of the Student Engagement Instrument. J. Sch. Psychol. 44, 427–445. 10.1016/j.jsp.2006.04.002
Bakker A. B., Demerouti E., (2014). Job demands-resources theory, in Wellbeing, ed Cooper C. L., (Hoboken, NJ: John Wiley and Sons, Ltd), 1–28. 10.1002/9781118539415.wbwell019
Bakker A. B., Demerouti E., Sanz-Vergel A. I., (2014). Burnout and work engagement: the JD–R approach. Annu. Rev. Organ. Psychol. Organ. Behav. 1, 389–411. 10.1146/annurev-orgpsych-031413-091235
Bask M., Salmela-Aro K., (2013). Burned out to drop out: exploring the relationship between school burnout and school dropout. Eur. J. Psychol. Educ. 28, 511–528. 10.1007/s10212-012-0126-5
Bradley R. H., Corwyn R. F., (2002). Socioeconomic status and child development. Annu. Rev. Psychol. 53, 371–399. 10.1146/annurev.psych.53.100901.135233
Cadime I., Pinto A. M., Lima S., Rego S., Pereira J., Ribeiro I., (2016). Well-being and academic achievement in secondary school pupils: the unique effects of burnout and engagement. J. Adolesc. 53, 169–179. 10.1016/j.adolescence.2016.10.00327814494
Chen F., (2007). Sensitivity of goodness of fit indexes to lack of measurement invariance. Struct. Equation Model. 14, 464–504. 10.1080/10705510701301834
Chen Z., Yang X., Li X., (2009). Psychometric features of CES-D in Chinese adolescents. Chin. J. Clin. Psychol. 17, 443–445.
Diener E. D., Emmons R. A., Larsen R. J., Griffin S., (1985). The satisfaction with life scale. J. Pers. Assess. 49, 71–75. 10.1207/s15327752jpa4901_13
Duckworth A. L., Peterson C., Matthews M. D., Kelly D. R., (2007). Grit: perseverance and passion for long-term goals. J. Pers. Soc. Psychol. 92, 1087–1101. 10.1037/0022-3514.92.6.108725364065
Duckworth A. L., Quinn P. D., (2009). Development and validation of the short grit scale (GRIT–S). J. Pers. Assess. 91, 166–174. 10.1080/0022389080263429019205937
Engels M. C., Colpin H., Van Leeuwen K., Bijttebier P., Van Den Noortgate W., Claes S., et al. (2016). Behavioral engagement, peer status, and teacher–student relationships in adolescence: a longitudinal study on reciprocal influences. J. Youth Adolesc. 45, 1192–1207. 10.1007/s10964-016-0414-526759132
Fredricks J. A., Blumenfeld P. C., Paris A. H., (2004). School engagement: potential of the concept, state of the evidence. Rev. Educ. Res. 74, 59–109. 10.3102/00346543074001059
Gusy B., Lesener T., Wolter C., (2019). Measuring well-being with the utrecht work engagement scale – student form: validation of a 9- and a 3-item measure of student engagement. Eur. J. Health Psychol. 26, 31–38. 10.1027/2512-8442/a000027
Gusy B., Wörfel F., Lohmann K., (2016). Erschöpfung und engagement im studium: eine anwendung des job demands-resources modells [exhaustion and engagement in university students: an application of the job demands–resources model. Z. Gesundheitspsychologie 24, 41–53. 10.1026/0943-8149/a000153
Hektner J. M., Schmidt J. A., Csikszentmihalyi M., (2007). Experience Sampling Method: Measuring the Quality of Everyday Life. Thousand Oaks, CA: Sage Publications. 10.4135/9781412984201
Hu L., Bentler P. M., (1999). Cutoff criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives. Struct. Equation Model. 6, 1–55. 10.1080/10705519909540118
Jimerson S. R., Campos E., Greif J. L., (2003). Toward an understanding of definitions and measures of school engagement and related terms. Calif. Sch. Psychol. 8, 7–27. 10.1007/BF03340893
Kessels U., Heyder A., Latsch M., Hannover B., (2014). How gender differences in academic engagement relate to students' gender identity. Educ. Res. 56, 220–229. 10.1080/00131881.2014.898916
Lam S., Jimerson S., Wong B. P. H., Kikas E., Shin H., Veiga F. H., et al. (2014). Understanding and measuring student engagement in school: the results of an international study from 12 countries. Sch. Psychol. Q. 29, 213–232. 10.1037/spq000005724933218
Lei H., Cui Y., Zhou W., (2018). Relationships between student engagement and academic achievement: a meta-analysis. Soc. Behav. Pers. 46, 517–528. 10.2224/sbp.7054
Lesener T., Pleiss L. S., Gusy B., Wolter C., (2020). The study demands-resources framework: an empirical introduction. Int. J. Environ. Res. Public Health 17:5183. 10.3390/ijerph1714518332709128
Li J., Zhao Y., Kong F., Du S., Yang S., Wang S., (2018). Psychometric assessment of the short grit scale among Chinese adolescents. J. Psychoeduc. Assess. 36, 291–296. 10.1177/0734282916674858
Li P., Zhou N., Zhang Y., Xiong Q., Nie R., Fang X., (2017). Incremental theory of intelligence moderated the relationship between prior achievement and school engagement in Chinese high school students. Front. Psychol. 8:1703. 10.3389/fpsyg.2017.0170329021772
MacCallum R. C., Roznowski M., Necowitz L. B., (1992). Model modifications in covariance structure analysis: the problem of capitalization on chance. Psychol. Bull. 111:490. 10.1037/0033-2909.111.3.49016250105
Maslach C., Jackson S. E., Leiter M. P., (2006). Maslach Burnout Inventory. Palo Alto, CA: Consulting Psychologists Press. 10.1016/B978-012373947-6.00062-3
Muthén L. K., Muthén B. O., (1998–2020). Mplus 8. Los Angeles, CA: Muthén and Muthén.
OECD (2012). Students Questionnaire A of the OECD Programme for International Student Assessment (PISA) 2012. Organisation for Economic Co-operation and Development.
OECD (2013). PISA 2012 Results: What Makes Schools Successful (Volume IV): Resources, Policies and Practices. Organisation for Economic Co-operation and Development. 10.1787/9789264201156-en
OECD (2016). Education in China>: A snapshot. Organisation for Economic Cooperation and Development.
OECD (2019). PISA 2018 Results (Volume II): Where All Students Can Succeed. Organisation for Economic Co-operation and Development. 10.1787/b5fd1b8f-en
Pavot W., Diener E., (1993). Review of the satisfaction with life scale. Psychol. Assess. 5, 164–172. 10.1037/1040-3590.5.2.164
Radloff L. S., (1977). The CES-D scale: a self-report depression scale for research in the general population. Appl. Psychol. Meas. 1, 385–401. 10.1177/014662167700100306
Roorda D. L., Jak S., Zee M., Oort F. J., Koomen H. M., (2017). Affective teacher–student relationships and students' engagement and achievement: a meta-analytic update and test of the mediating role of engagement. Sch. Psychol. Rev. 46, 239–261. 10.17105/SPR-2017-0035.V46-3
Roorda D. L., Koomen H. M., Spilt J. L., Oort F. J., (2011). The influence of affective teacher–student relationships on students' school engagement and achievement: a meta-analytic approach. Rev. Educ. Res. 81, 493–529. 10.3102/0034654311421793
Salmela-Aro K., Savolainen H., Holopainen L., (2009). Depressive symptoms and school burnout during adolescence: evidence from two cross-lagged longitudinal studies. J. Youth Adolesc. 38, 1316–1327. 10.1007/s10964-008-9334-319779808
Salmela-Aro K., Upadyaya K., (2012). The schoolwork engagement inventory. Eur. J. Psychol. Assess. 28, 60–67. 10.1027/1015-5759/a000091
Salmela-Aro K., Upadyaya K., (2014). School burnout and engagement in the context of demands–resources model. Br. J. Educ. Psychol. 84, 137–151. 10.1111/bjep.1201824547758
Salmela-Aro K., Vuori J., (2015). School engagement and burnout among students: preparing for work life, in Sustainable Working Lives: Managing Work Transitions and Health Throughout the Life Course, eds Vuori J., Blonk R., Price R. H., (Dordrecht: Springer Netherlands), 51–64. 10.1007/978-94-017-9798-6_4
Satorra A., Bentler P. M., (2010). Ensuring positiveness of the scaled difference Chi-square test statistic. Psychometrika 75, 243–248. 10.1007/s11336-009-9135-y20640194
Schaufeli W. B., (2013). What is engagement?, in Employee Engagement in Theory and Practice, eds Truss C., Alfes K., Delbridge R., Shantz A., Soane E., (London: Routledge), 15–35.
Schaufeli W. B., Bakker A. B., (2004). UWES-Utrecht Work Engagement Scale. Utrecht: Utrecht University.
Schaufeli W. B., Bakker A. B., Salanova M., (2006). The measurement of work engagement with a short questionnaire: a cross-national study. Educ. Psychol. Meas. 66, 701–716. 10.1177/0013164405282471
Schaufeli W. B., Martinez I. M., Pinto A. M., Salanova M., Bakker A. B., (2002a). Burnout and engagement in university students: a cross-national study. J. Cross Cult. Psychol. 33, 464–481. 10.1177/0022022102033005003
Schaufeli W. B., Salanova M., González-romá V., Bakker A. B., (2002b). The measurement of engagement and burnout: a two sample confirmatory factor analytic approach. J. Happiness Stud. 3, 71–92. 10.1023/A:1015630930326
Skinner E. A., (2016). Engagement and disaffection as central to processes of motivational resilience and development, in Handbook of Motivation at school, eds Wentzel K. R., Miele D. B., (London: Routledge), 157–180.
Skinner E. A., Pitzer J. R., (2012). Developmental dynamics of student engagement, coping, and everyday resilience, in Handbook of Research on Student Engagement, eds Christenson S. L., Reschly A. L., Wylie C., (New York, NY: Springer US), 21–44. 10.1007/978-1-4614-2018-7_2
Talhelm T., Zhang X., Oishi S., Shimin C., Duan D., Lan X., et al. (2014). Large-scale psychological differences within China explained by rice versus wheat agriculture. Science 344, 603–608. 10.1126/science.124685024812395
Tang X., Wang M.-T., Guo J., Salmela-Aro K., (2019). Building grit: the longitudinal pathways between mindset, commitment, grit, and academic outcomes. J. Youth Adolesc. 48, 850–863. 10.1007/s10964-019-00998-030788767
Teuber Z., Möer J., Webel L., Seifert A., (2020a). Burnout und Engagement: Eine Pilotstudie zum Transfer des Job Demands-Resources Modells in den deutschen Schulkontext [Burnout and engagement: a pilotstudy on the transfer of the job demands-resources model into the german school context]. Prävention Und Gesundheitsförderung 15, 269–274. 10.1007/s11553-019-00752-1
Teuber Z., Nussbeck F. W., Wild E., (2020b). The bright side of grit in burnout-prevention: exploring grit in the context of demands-resources model among Chinese high school students. Child Psychiatry Hum. Dev. 10.1007/s10578-020-01031-3. [Epub ahead of print].32725387
Teuber Z., Wang Q., Su Y., Lohaus A., Nussbeck F. W., (2020c). Human resources in Chinese youngsters – a Chinese adaptation of the QARCA. Psychol. Test Adapt. Dev. 10.1027/2698-1866/a000003. [Epub ahead of print].
Tuominen-Soini H., Salmela-Aro K., (2014). Schoolwork engagement and burnout among Finnish high school students and young adults: profiles, progressions, and educational outcomes. Dev. Psychol. 50, 649–662. 10.1037/a003389823895174
Tuovinen S., Tang X., Salmela-Aro K., (2020). Introversion and social engagement: scale validation, their interaction, and positive association with self-esteem. Front. Psychol. 11:590748. 10.3389/fpsyg.2020.59074833329251
van de Schoot R., Lugtig P., Hox J., (2012). A checklist for testing measurement invariance. Eur. J. Dev. Psychol. 9, 486–492. 10.1080/17405629.2012.686740
Wang M.-T., Degol J. L., Henry D. A., (2019). An integrative development-in-sociocultural-context model for children's engagement in learning. Am. Psychol. 74, 1086–1102. 10.1037/amp000052231829690
Wang M.-T., Eccles J. S., (2012). Social support matters: longitudinal effects of social support on three dimensions of school engagement from middle to high school. Child Dev. 83, 877–895. 10.1111/j.1467-8624.2012.01745.x22506836
Wu Y., Dai X., Wen Z., (2010). The development of adolescents student burnout inventory. Chin. J. Clin. Psychol. 18, 152–154.
Yi H., Zhang L., Liu C., Chu J., Loyalka P., Maani M., et al. (2013). How are secondary vocational schools in China measuring up to government benchmarks? China World Econ. 21, 98–120. 10.1111/j.1749-124X.2013.12024.x
You Y., (2007). A deep reflection on the “key school system” in basic education in China. Front. Educ. China 2, 229–239. 10.1007/s11516-007-0019-6
Zhang J., Yuen M., Chen G., (2015). Career-felated parental support for vocational school students in China. Int. J. Adv. Couns. 37, 346–354. 10.1007/s10447-015-9248-1
Zhang Y., Gan Y., Cham H., (2007). Perfectionism, academic burnout and engagement among Chinese college students: a structural equation modeling analysis. Pers. Individ. Diff. 43, 1529–1540. 10.1016/j.paid.2007.04.010
