Faisal Siddiqi, Ahmed, Shabbir, Muhammad Salman ORCID: https://orcid.org/0000-0002-0796-0456, Abbas, Mazhar ORCID: https://orcid.org/0000-0001-9136-5619, Mahmood, Arshad and Salman, Rabia (2022) Developing and testing student engagement scale for higher educational students. Journal of Applied Research in Higher Education, 14 (1).

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Abstract

<jats:sec><jats:title content-type="abstract-subheading">Purpose</jats:title><jats:p>The purpose of this study is to develop and empirically test the student engagement scale and to understand the factors that contribute to student engagement at higher educational institutions.</jats:p></jats:sec><jats:sec><jats:title content-type="abstract-subheading">Design/methodology/approach</jats:title><jats:p>The investigation started with a rummage for variables, available in the literature, 59 in numbers, which were then used to collect data from a sample of university students in Lahore, Pakistan. An exploratory factor analysis (EFA) was applied to develop an initial structure of the construct. A confirmatory factor analysis (CFA) was then conducted to confirm the reliability and validity of these factors for the student engagement construct.</jats:p></jats:sec><jats:sec><jats:title content-type="abstract-subheading">Findings</jats:title><jats:p>It has been found that factors, predominantly social and exogenous to the classroom environment, such as campus atmosphere and facilities, are more responsible for creating engagement among students at higher educational institutions of Pakistan.</jats:p></jats:sec><jats:sec><jats:title content-type="abstract-subheading">Originality/value</jats:title><jats:p>This is one of the pioneer studies for developing a student engagement scale for measuring the students' engagement in higher educational institutions. The authors believe that the scale developed in this study contributes substantially to the student engagement literature. Limitations, future research directions and implications are discussed.</jats:p></jats:sec>

Item Type:	Article
Status:	Published
DOI:	https://doi.org/10.1108/jarhe-11-2020-0388
School/Department:	London Campus
URI:	https://ray.yorksj.ac.uk/id/eprint/10151

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