The Psychometric Properties of the Engagement Versus Disaffection With Learning Instrument Among Middle School Students

Factor analytic procedures were used to gather validity evidence on the internal structure of Skinner, Kinderman, and Furrer's (2009) Engagement vs. Disaffection with Learning measure to operationalize students' classroom engagement. Independent samples of middle school students (Sample 1 = 618, Sample 2 = 493) were used to test the scale's factor structure and invariance of measurement model parameters. Factor analytic results supported an alternative three-factor model of the scale's previous reported four-factor solution. Cross-validation was based on the use of multi-sample confirmatory factor analysis, which supported strict factorial invariance of the scale's measurement model parameters (e.g., factor loadings) across samples. Subscale reliability estimates, based on coefficient omega, exceeded 0.74. Implications of findings for research and practice are discussed.