Using qualitative methods to develop a survey measure of math and science engagement

被引：178

作者：

Fredricks, Jennifer A. ^{[1
]}

Wang, Ming-Te ^{[2
]}

Linn, Jacqueline Schall ^{[2
]}

Hofkens, Tara L. ^{[2
]}

Sung, Hannah ^{[2
]}

Parr, Alyssa ^{[2
]}

Allerton, Julia ^{[2
]}

机构：

[1] Connecticut Coll, New London, CT 06320 USA

[2] Univ Pittsburgh, Pittsburgh, PA 15260 USA

来源：

LEARNING AND INSTRUCTION | 2016年 / 43卷

基金：

美国国家科学基金会;

关键词：

Student engagement; STEM; Survey development; Qualitative study; Middle and high school; STUDENT ENGAGEMENT; SELF-REPORT; COGNITIVE ENGAGEMENT; CONTENT VALIDITY; SCHOOL; MOTIVATION; MATHEMATICS; CLASSROOM;

D O I：

10.1016/j.learninstruc.2016.01.009

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Student engagement in math and science is vital to students' academic achievement and long-term participation in science, technology, engineering, and mathematic (STEM) courses and careers. In this study, we conducted in-depth interviews with 106 students from sixth to twelfth grade and 34 middle and high school teachers about how they conceptualized math and science engagement and disengagement. Our qualitative analysis of student and teacher interviews supported the multidimensional construct of engagement outlined in the academic literature. Our analysis also revealed additional indicators that have been included in prior measures of engagement less frequently. We then described how we used this qualitative information from students and teachers to develop and validate a new student self-report measure of math and science engagement. (C) 2016 Elsevier Ltd. All rights reserved.

引用

页码：5 / 15

页数：11

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