Validation of the Student Engagement Scale among Pakistani University Students: A Confirmatory Factor Analysis

Abstract

In higher education research, student engagement is a crucial concept. However, when applied to other populations, engagement tools created in one educational and cultural setting could need further psychometric testing. The current study looked at the factorial validity of the Student Engagement Scale among Pakistani university students, which was created by Nazamud-din, Zaini, and Jamil (2020). Three aspects of student engagement are measured by the original 27-item test: behavioral, affective, and cognitive engagement. Convenience sampling was used to gather data from 100 students at two universities in Faisalabad, Pakistan, using a quantitative study methodology. LISREL 8.80 was used to do confirmatory factor analysis (CFA) in order to assess the proposed three factor measurement structure. Seven behavioral, five affective, and six cognitive engagement items made up the final 18-item measure after items with factor loadings below the designated cutoff were eliminated. Factor loadings for the items that were kept ranged from 0.52 to 0.83. Cronbach's alpha was used to measure internal consistency; the coefficients for behavioral engagement, affective engagement, and cognitive engagement were 0.79, 0.78, and 0.76, respectively. The results offer preliminary psychometric support for the Student Engagement Scale's factorial structure and internal consistency among university students in Pakistan. For study in the context of Pakistani higher education, the finished scale might be a helpful indicator of student engagement.