The role of engagement and academic behavioral skills on young students' academic performance—A validation across four countries. (September 2020)

• Record Type: Journal Article
• Authors: Siddiq, Fazilat; Gochyyev, Perman; Valls, Ona
• Is Part Of: Studies in educational evaluation. Volume 66(2020)
• Publication Date: 2020-09
• Subjects: Academic behavioral skills -- Engagement -- Secondary education -- Item response theory -- Rasch modelling -- Validation; Curriculum evaluation -- Periodicals; Educational tests and measurements -- Periodicals; Programmes d'études -- Evaluation -- Périodiques; Tests et mesures en éducation -- Périodiques; 375.006
• DOI: 10.1016/j.stueduc.2020.100880
• Languages: English
• ISSNs: 0191-491X

Abstract

Highlights: The scale Academic behavioral skills and Engagement comprise of multiple dimensions. Engagement is positively related to students' academic performance. Academic behavioral skills predict students' academic performance. Evidence for reliability and validity of the ISCY-survey is established. The items act fairly across students' gender, country, and socioeconomic status. Abstract: The aim of this study is to validate an instrument measuring students' academic behavioral skills and engagement—skills identified as vital for student achievement. We inspect the reliability and validity of the survey with respect to item fit, factorial structure, relations with academic performance, and the fairness of the items across student groups. The fairness analyses are critical to making valid comparisons between groups and across countries. Data comprising 8520 grade 10 students from four countries were analysed using item response theory. We found that both scales were multidimensional, acted fairly across students' gender, country, immigrant-, and socio-economic background (after removing four items), and were positively and significantly correlated with self-reported and performance-based academic performance.