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dc.contributor.authorPinzone, Christopher Anthony
dc.date.accessioned2016-11-23T05:30:20Z
dc.date.available2016-11-23T05:30:20Z
dc.date.issued2016-05
dc.identifier.otherpinzone_christopher_a_201605_ma
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/pinzone_christopher_a_201605_ma
dc.identifier.urihttp://hdl.handle.net/10724/36305
dc.description.abstractThis study evaluated the psychometric properties of the Student Engagement Instrument – Brief Version (SEI-B) longitudinally across three time points with high school students in the Southeastern United States. Two subsamples of one time point were analyzed to validate the factor structure by exploratory factor analysis (40% of the sample) and confirmatory factor analysis (60% of the sample) revealing a five-factor structure in congruence with the full form of the Student Engagement Instrument (SEI). Longitudinal measurement invariance analyses were performed on each of the five imputed datasets following the suggestions and recommendations of Vandenberg and Lance (2000). The SEI-B demonstrated configural, metric, scalar, and uniqueness invariance with acceptable levels and changes of model fit across all time points and datasets suggesting it may be used as part of a comprehensive progress monitoring effort to predict students that may be at-risk to drop out of school.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectstudent engagement
dc.subjectdropout
dc.subjectschool completion
dc.subjectlongitudinal
dc.subjectconfirmatory factor analysis
dc.subjectmeasurement invariance
dc.titleLongitudinal measurement invariance analyses of the Student Engagement Instrument - Brief Version
dc.typeThesis
dc.description.degreeMA
dc.description.departmentEducational Psychology and Instructional Technology
dc.description.majorSchool Psychology
dc.description.advisorAmy Reschly
dc.description.committeeAmy Reschly
dc.description.committeeStacey Neuharth-Pritchett
dc.description.committeeScott Ardoin


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