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Relationships between engagement, achievement and well-being: validation of the engagement in higher education scale.

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Title: Relationships between engagement, achievement and well-being: validation of the engagement in higher education scale.
Authors: Laranjeira, Márcia (AUTHOR), Teixeira, M. O. (AUTHOR)
Source: Studies in Higher Education. Apr2025, Vol. 50 Issue 4, p756-770. 15p.
Subjects: Student attitudes, Confirmatory factor analysis, Exploratory factor analysis, Students, Subjective well-being (Psychology), Student engagement
Abstract: Addressing the factors associated with students' underperformance, dropout rates, and mental health challenges is a pressing concern for university institutions. Favorable conditions for student engagement emerges as a potential solution to mitigate these issues. Therefore, there is a need for instruments that assess the multiple dimensions of the construct and relate them to significant variables in the lives of students and institutions. This study presents the initial validation of the Higher Education Engagement Scale (EiHES) in a sample of 760 students who responded to an online survey. Results of both exploratory and confirmatory factor analyses using two random subsamples revealed that the scale comprises six dimensions of engagement: academic learning, online, cognitive, social with teachers, social with peers, and affective. All subscales showed adequate reliability indicators. Measurement invariance across gender was established up to the metric models. Evidence of validity was supported by associations between engagement with academic achievement and subjective well-being. The EiHES provides a comprehensive perspective of student engagement and appears to be a suitable instrument for assessing the construct in Portuguese university students. The discussion included limitations and suggestions for future research. [ABSTRACT FROM AUTHOR]
Copyright of Studies in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Relationships between engagement, achievement and well-being: validation of the engagement in higher education scale.
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  Data: <searchLink fieldCode="AR" term="%22Laranjeira%2C+Márcia%22">Laranjeira, Márcia</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Teixeira%2C+M%2E+O%2E%22">Teixeira, M. O.</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Studies+in+Higher+Education%22">Studies in Higher Education</searchLink>. Apr2025, Vol. 50 Issue 4, p756-770. 15p.
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  Data: <searchLink fieldCode="DE" term="%22Student+attitudes%22">Student attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Confirmatory+factor+analysis%22">Confirmatory factor analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Exploratory+factor+analysis%22">Exploratory factor analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Students%22">Students</searchLink><br /><searchLink fieldCode="DE" term="%22Subjective+well-being+%28Psychology%29%22">Subjective well-being (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: Addressing the factors associated with students' underperformance, dropout rates, and mental health challenges is a pressing concern for university institutions. Favorable conditions for student engagement emerges as a potential solution to mitigate these issues. Therefore, there is a need for instruments that assess the multiple dimensions of the construct and relate them to significant variables in the lives of students and institutions. This study presents the initial validation of the Higher Education Engagement Scale (EiHES) in a sample of 760 students who responded to an online survey. Results of both exploratory and confirmatory factor analyses using two random subsamples revealed that the scale comprises six dimensions of engagement: academic learning, online, cognitive, social with teachers, social with peers, and affective. All subscales showed adequate reliability indicators. Measurement invariance across gender was established up to the metric models. Evidence of validity was supported by associations between engagement with academic achievement and subjective well-being. The EiHES provides a comprehensive perspective of student engagement and appears to be a suitable instrument for assessing the construct in Portuguese university students. The discussion included limitations and suggestions for future research. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Studies in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/03075079.2024.2354903
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        Text: English
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        Type: general
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              Text: Apr2025
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