The Student Engagement in Schools Questionnaire (SESQ) and the Teacher Engagement Report Form-New (TERF-N): Examining the Preliminary Evidence

Hart, Shelley R.; Stewart, Kaitlyn; Jimerson, Shane R.

doi:10.1007/bf03340964

Cited by 77 publications

(16 citation statements)

References 19 publications

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“…Students' disaffection showed a negative impact on their academic performance. The research works by Skinner and Belmont (1993), Hart et al (2011) and George and Childs (2012) favored this study's results and highlighted that academic performance is negatively associated with students' disaffection. Conversely, academic performance was positively related to students' self-efficacy.…”

Section: Discussionmentioning

confidence: 51%

Modeling academic performance through personality traits, self efficacy, disaffection among university students

Aarti

Kadian²

2022

JARHE

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PurposeStudents’ performance in academic settings, to a great extent, is an outcome of personal determinants of individuals. So, it becomes necessary to understand the role of personality traits in gaining desired academic outcomes. This investigation attempts to study some selected personality traits’ contribution to students’ self-efficacy and disaffection and the further impact of these two variables on academic performance.Design/methodology/approachTo attain the target of the study, a sample of 455 university students from state-owned universities of Haryana, India, has been drawn based on the snowball sampling technique. The researcher used Google Forms to collect primary data. The structure equation modeling technique has been applied to analyze the relation between studied variables.FindingsFindings of the study showed a significant positive association of personality traits named agreeableness, conscientiousness and extraversion with self-efficacy that further contributes to academic performance. Also, students’ agreeableness and conscientiousness were negatively associated with students’ disaffection, discouraging an individual’s academic performance. Extraversion did not show any significant association with students’ disaffection.Originality/valueStudies are available exploring variables like personality traits, student disaffection and self-efficacy. This study attempts to study all these variables together to understand their impact on academic performance.

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Section: Discussionmentioning

confidence: 51%

Modeling academic performance through personality traits, self efficacy, disaffection among university students

Aarti

Kadian²

2022

JARHE

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“…The SESQ—Student Engagement (SESQ‐ENG; Hart Stewart, & Jimerson, 2011) was used to obtain information from the student's perspective related to both the indicators and facilitators of engagement in school. The SESQ‐ENG is a 33‐item self‐report measure that requires students to respond according to a Likert‐type scale from 1 to 5 (e.g., 1 = never , 5 = always ).…”

Section: Methodsmentioning

confidence: 99%

“…The SESQ‐ENG is a 33‐item self‐report measure that requires students to respond according to a Likert‐type scale from 1 to 5 (e.g., 1 = never , 5 = always ). The SESQ‐ENG demonstrates high internal consistency with Cronbach alphas ranging from .85 to .95 (Hart et al, 2011). The SESQ‐ENG is composed of five factors (Affective Engagement: Liking for Learning; Affective Engagement: Liking for School; Behavioral Engagement: Effort and Persistence; Behavioral Engagement: Extracurricular Activities; and Cognitive Engagement; Lam & Jimerson, 2008).…”

Section: Methodsmentioning

confidence: 99%

Student perceptions of ethnic–racial socialization and outcomes across race and gender

Gilbertson,

Demaray

2024

Psychology in the Schools

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In an increasingly diverse nation, calls for education that is culturally relevant have become salient, and student perceptions of school‐based ethnic–racial socialization (ERS) provide insight toward how cultural messages are being interpreted by students. The current study sought to investigate how a sample of racially diverse middle school students (N = 744) perceptions of ERS are related to social and academic outcomes, and how these associations may differ across race and gender. Structural equation modeling analyses found that for the total sample, students' perceptions of ERS were positively associated with social outcomes and not associated with academic outcomes. Further, these findings did not differ between ethnic–racial groups or genders. The current study informs school and curriculum standards and adds to the literature in understanding that student perceptions of school‐based ethnic–racial socialization do not differ in the impact on outcomes based on race or gender.

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“…For all 3 subscales, students responded on a scale ranging from (1) strongly disagree to (5) strongly agree. These scales were modified on the basis of the Hart et al 18 validated Student Engagement in Schools Questionnaire (SESQ).…”

Section: Methodsmentioning

confidence: 99%

Benefits of an Online Interactive Educational Program Over Traditional Textbooks

et al. 2023

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Background: Technology has become increasingly prominent in nursing education. Online learning platforms may be more useful than traditional textbooks in promoting active learning, engagement, and satisfaction. Purpose: The purpose was to evaluate a new online interactive education program (OIEP) that replaces traditional textbooks and to understand student and faculty satisfaction, perceived efficacy of the program, student engagement, and whether the OIEP can help NCLEX preparation and reduce burnout. Method: This retrospective study assessed student and faculty perceptions of the constructs using quantitative and qualitative measures. Perceptions were measured at 2 time points each: halfway through the semester and again at its conclusion. Results: Mean efficacy scores of groups were high at both time points. Students showed significant increases in content constructs, which were supported by faculty perceptions of students. Students agreed that using the OIEP throughout their program would significantly increase preparedness for NCLEX. Conclusion:The OIEP may better support nursing students throughout school and on NCLEX than traditional textbooks.

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The Student Engagement in Schools Questionnaire (SESQ) and the Teacher Engagement Report Form-New (TERF-N): Examining the Preliminary Evidence

Cited by 77 publications

References 19 publications

Modeling academic performance through personality traits, self efficacy, disaffection among university students

Modeling academic performance through personality traits, self efficacy, disaffection among university students

Student perceptions of ethnic–racial socialization and outcomes across race and gender

Benefits of an Online Interactive Educational Program Over Traditional Textbooks

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