xi, 69 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / Research has identified the construct of student engagement as an antecedent to positive academic outcomes. In this study, the Student Engagement Instrument (SEI) was administered to 371 9th grade students at a comprehensive high school to measure the cognitive and affective engagement of students. Exploratory factor analyses were conducted on the 35-item SEI with best model fit matching previous research in which a five-factor model was found. Logistic and multiple regression analyses were then utilized to explore the relationships among cognitive and affective engagement and student achievement and behavioral outcomes. Findings generally supported the significance of the student engagement subtypes of cognitive and affective engagement in predicting educational outcomes. Results suggest that further study of the affective and cognitive subtypes and their development over the course of a student's education would enhance the understanding of the student engagement construct and lead to the development of interventions to mediate the effects of these subtypes. / Committee in charge: Edward Kameenui, Chairperson, Educational Methodology, Policy, and Leadership;
Keith Zvoch, Member, Educational Methodology, Policy, and Leadership;
Keith Hollenbeck, Member, Educational Methodology, Policy, and Leadership;
Robert Davis, Outside Member, Romance Languages
| Identifer | oai:union.ndltd.org:uoregon.edu/oai:scholarsbank.uoregon.edu:1794/10850 |
| Date | 06 1900 |
| Creators | Burrows, Peter L., 1970- |
| Publisher | University of Oregon |
| Source Sets | University of Oregon |
| Language | en_US |
| Detected Language | English |
| Type | Thesis |
| Relation | University of Oregon theses, Dept. of Educational Methodology, Policy, and Leadership, Ed. D., 2010; |
Page generated in 0.0106 seconds