SESQSupplemental Educational Services Quality
Copyright 1988-2018, All rights reserved.
References in periodicals archive ?
The ratio of item-to-subject for the SESQ was 428:33 (or 13:1), while recommendations typically state at least a 5:1 ratio (Kahn, 2006).
Goodness-of-fit statistics for the Engagement items of the SESQ (SESQ-ENG) EFA are located in Table 2.
Bivariate correlations between the SESQ and the TERF-N were conducted.
The primary purpose of this study was to begin to examine the psychometric properties of the Student Engagement in Schools Questionnaire (SESQ) and the Teacher Engagement Report Form (TERF-N).
Both measures yielded good internal consistency ([alpha] [greater than or equal to] .70) with the exception of the Attributions domain ([alpha] = .65) of the SESQ. Examination of the Attributions domain indicates that it may be problematic due to the structure of the questions, in particular the response format appeared to create confusion (as evidenced by questions from students during the administration and also by the number of responses that were not plausible).
The factor structure of the SESQ Engagement items (i.e., the items measuring the affective, behavioral, and cognitive indicators of engagement) retained its conceptualized structure through exploratory factor analysis.
Finally, moderate, significant correlations between the SESQ Affective and Behavioral Engagement composites and the overall TERF-N scores were evident.
Information regarding outcomes (e.g., grades, attendance, dropout) should be collected in order to demonstrate correlations between the SESQ and TERF-N and these outcomes.
The SESQ and TERF-N will provide important information to the understanding of a student's experience at school.