Validity of the Student Interest and Engagement Scales: Associations with Student Learning Outcomes

Abstract

This study builds validity evidence for the Student Interest Scale and Student Engagement Scale. Confirmatory factor analysis indicates that the factor structures of the new measures are stable, reliable, and valid. The results indicate a positive association between student emotional and cognitive interest and engagement, providing initial evidence for construct validity. Results reveal positive relationships between student interest, learner empowerment, motivation, and affective learning, offering evidence of convergent validity. Analyses reveal that the Student Interest Scale is distinct from Weber, Martin, and Cayanus' (2005) Learner Empowerment Scale, McCroskey's (1994) Affective Learning Scale, and Christophel's (1990) Motivation Scale, while the Student Engagement Scale is distinct from Frymier and Houser's (1999) Learning Indicators Scale, providing discriminant validity evidence.

Keywords:

• Engagement
• Scale Development
• Student Interest

Acknowledgments

This article reports a portion of the author's dissertation, which was directed by Elizabeth E. Graham and Scott Titsworth. The author graciously thanks Professors Graham and Titsworth for their assistance.

Notes

Note. EI = Emotional Interest; CI = Cognitive Interest; All factor loadings are standardized and significant at p < .01.

Note. All factor loadings are standardized and significant at p < .01.

Note. All correlations are significant at p < .01.

^a Student Interest Scale.

^b Affective Learning Scale.

^c Learner Empowerment Scale.

^d Student Engagement Scale. Shaded cells depict correlations pertaining to H₁–H₅.

Additional information

Notes on contributors

Joseph P. Mazer

Joseph P. Mazer (PhD, Ohio University, 2010) is an Assistant Professor in the Department of Communication Studies at Clemson University.