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  1. University Student Engagement Inventory (USEI): Transcultural Validity Evidence Across Four Continents.Hugo Assunção, Su-Wei Lin, Pou-Seong Sit, Kwok-Cheung Cheung, Heidi Harju-Luukkainen, Thomas Smith, Benvindo Maloa, Juliana Álvares Duarte Bonini Campos, Ivana Stepanovic Ilic, Giovanna Esposito, Freda Maria Francesca & João Marôco - 2020 - Frontiers in Psychology 10:489785.
    Academic engagement describes students’ involvement in academic learning and achievement. This paper reports the psychometric properties of the University Student Engagement Inventory (USEI) with a sample of 3992 university students from nine different countries and regions from Europe, North and South America, Africa, and Asia. The USEI operationalizes a trifactorial conceptualization of academic engagement (behavioral, emotional and cognitive). Construct validity was assessed by means of confirmatory factor analysis and reliability was assessed using Cronbach’s alpha and McDonald’s omega coefficients. Weak measurement (...)
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  • Self-Worth as a Mediator and Moderator Between Teacher-Student Relationships and Student Engagement in Rural Schools.Jiali Huang, Guoyuan Sang & Tzuyang Chao - 2022 - Frontiers in Psychology 12.
    This study examined how self-worth of students mediated and moderated their perceived positive teacher-student relationships and student engagement among middle-school students from rural China. Eighth graders completed surveys measuring their perceived relationships with teachers, their self-worth, and engagement. Statistical analyses revealed significant correlations among all three variables, with the strongest being between teacher-student relationships and student engagement. The structural equation modeling indicated that self-worth partially mediated the effect of teacher-student relationships on student engagement; however, positive teacher-student relationships were a stronger (...)
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