The role of engagement and academic behavioral skills on young students’ academic performance—A validation across four countries |
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| Institution: | 1. The Nordic Institute for Studies in Innovation, Research and Education (NIFU), Postboks 2815 Tøyen, 0608, Oslo, Norway;2. University of South-Eastern Norway, Department of Education and Quality in Learning (USN eDU), Norway;3. Berkeley Evaluation and Assessment Research (BEAR) Center, University of California, Berkeley, USA;4. Department of Sociology, Autonomous University of Barcelona (UAB), Spain |
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| 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. |
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| Keywords: | Academic behavioral skills Engagement Secondary education Item response theory Rasch modelling Validation |
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