In collaboration with Payame Noor University and Iran Educational Psychology Association

Document Type : Research

Authors

1 Assistant Prof., Department of Educational Psychology, Faculty of Education and Psychology, Alzahra University, Tehran, Iran

2 master of educational psychology, Alzahra University

3 Associate Prof., Department of Educational Psychology, Faculty of Education and Psychology, Alzahra University, Tehran, Iran

Abstract

This research conducted to investigate the psychometric properties of the Person‑Situation Academic Engagement Questionnaire for Adults (PSAE-QA) (Alonso‑Tapia, Merino‑Tejedor & Huertas, 2022). This scale evaluates four components: cognitive, behavioral, emotional and agency, across five educational situations. The population consisted of all undergraduate students admitted to the Department of Education and Psychology of Alzahra University from the academic years 2019 to 2022. Upon requesting to cooperate, 362 students participated in the research. To collect data, the PSAE-QA used as main scale, along with Reev’s Academic Engagement Scale (2013), and Tuckman’s Procrastination Scale (1991). After collecting the data, three alternative theoretical models consist of a mono-factor model, a second-order factor model and a hierarchical model conducted to test whether the meta-construct engagement was sufficient to explain the data variance. The hierarchical model had a better Goodness-of-fit statistics. Furthermore, after examining convergent and divergent validity, the academic engagement scale (Reev, 2013) had a positive and significant correlation and the procrastination scale (Tuckman, 1991) had a negative and significant correlation. The reliability coefficient, calculated using Cronbach's α and McDonald's ω, were 0.871 and 0.875 respectively. According to the results, the PSAE-QA can considered suitable for studying the academic engagement of Iranian students

Keywords

Main Subjects

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