There is an urgent need to develop appropriate instruments to measure student engagement in math and science for the fields of research and practice. The present study developed and validated student-and teacher-report survey measures of student engagement in math and science. The measures are built around a multidimensional perspective of engagement by using a bifactor modeling approach. The sample was recruited from an ethnically and socioeconomically diverse middle and high school student population in the United States. The findings confirmed that student engagement is comprised of multiple related yet distinct dimensions, with evidence to support a bifactor structural model. There was also empirical evidence supporting measurement invariance and predictive validity. The results demonstrate the soundness of the psychometric properties of the Math and Science Engagement Scales.

Student engagement in math and science is vital to students' academic achievement and longterm 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.

No abstract

Objective Oxytocin is a hypothalamic neuropeptide that plays a key role in mammalian female reproductive function. Animal research indicates that central oxytocin facilitates adaptive social attachments and modulates stress and anxiety responses. Major depression is prevalent among postpubertal females, and is associated with perturbations in social attachments, dysregulation of the hypothalamic-pituitary-adrenal stress axis, and elevated levels of anxiety. Thus, depressed women may be at risk to display oxytocin dysregulation. The current study was developed to compare patterns of peripheral oxytocin release exhibited by depressed and nondepressed women. Methods Currently depressed (N = 17) and never-depressed (N = 17) women participated in a laboratory protocol designed to stimulate, measure, and compare peripheral oxytocin release in response to two tasks: an affiliation-focused Guided Imagery task and a Speech Stress task. Intermittent blood samples were drawn over the course of two, 1-hour sessions including 20-minute baseline, 10-minute task, and 30-minute recovery periods. Results The 10-minute laboratory tasks did not induce identifiable, acute changes in peripheral oxytocin. However, as compared with nondepressed controls, depressed women displayed greater variability in pulsatile oxytocin release over the course of both 1-hour sessions, and greater oxytocin concentrations during the 1-hour affiliation-focused imagery session. Oxytocin concentrations obtained during the imagery session were also associated with greater symptoms of depression, anxiety, and interpersonal dysfunction. Conclusions Depressed women are more likely than controls to display a dysregulated pattern of peripheral oxytocin release. Further research is warranted to elucidate the clinical significance of peripheral oxytocin release in both depressed and nondepressed women.

Abstract. Increasing school engagement is critical for improving academic achievement and reducing dropout rates. In order to increase student engagement and identify those students who are most disengaged from school, we need to conceptualize and measure student engagement appropriately. This study used a mixed method sequential exploratory design to develop and validate a student survey measure of school engagement that reflects a multidimensional conceptualization of engagement. Psychometric tests were conducted with a large racially and socioeconomically diverse sample of 5th–12th graders in the United States ( N = 3,632). Findings demonstrated that a bifactor multidimensional model fit the data appropriately and provided evidence of measurement invariance, construct, and predictive validity. Results provided a psychometrically sound foundation for capturing the behavioral, emotional, cognitive, and social aspects of student engagement and disengagement in school.

This study examined longitudinal trajectories of parental involvement across middle and high school, and how these trajectories related to adolescents' academic, behavioral, and emotional adjustment. In addition, ethnic and socioeconomic status differences in longitudinal associations and the potential moderating role of parental warmth were assessed. Longitudinal growth modeling technique was used to describe trajectories of different types of parental involvement and adolescent outcomes over 7th, 9th, and 11th grades (mean ages = 12.9, 14.3, and 17.2 years, respectively) on an ethnically and economically diverse sample of 1,400 adolescents (51% female, 56% African American, 39% European American, 5% others). Each aspect of parental involvement contributed differentially but significantly to adolescent outcomes. Finally, parental warmth moderated the associations between providing structure at home and adolescent grade point average and problem behavior.

This study uses a mixed method sequential exploratory design to examine motivational and contextual influences on boys’ and girls’ engagement in math and science, paying particular attention to similarities and differences in the patterns by gender. First, interviews were conducted with 38 middle and high school students who varied in their level of math and science engagement about their perceptions of the motivational and contextual factors influencing their level of engagement. Both boys and girls discussed how their engagement was higher in classrooms with more student‐centered instructional practices and in classrooms with highly engaged peers. Girls were more likely to discuss teacher support and personally relevant instruction as being important to their engagement in math and science. In contrast, boys reported being more engaged in math and science when they were interested in pursuing a STEM‐related career. From these interviews, we identified factors that students described as important to their engagement and tested whether these factors were statistically significant in a socioeconomic and racially diverse sample of 3,833 middle and high school students. Specifically, we tested the associations between adolescents’ motivational beliefs (e.g., utility value, attainment value, and expectancy beliefs), social support from teachers and peers, and student‐centered and relevant instructional practices with engagement (e.g., cognitive, behavioral, emotional, and social) in math and science, paying particular attention to main effects and gender as a moderator. In the majority of the models, the motivational and contextual factors were significantly related to engagement and had comparable effects for girls and boys. We documented a few significant interactions by gender that tended to mirror the patterns found in the qualitative interviews. Implications of these findings for developing interventions to increase girls’ participation in math and science are discussed. © 2017 Wiley Periodicals, Inc. J Res Sci Teach 55: 271–298, 2018

No abstract