Research Article
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Development of the “Social Studies Course Engagement Scale” for Elementary School Students

Year 2024, Issue: 25, 15 - 30, 06.03.2024
https://doi.org/10.30786/jef.1284700

Abstract

In this study, it is aimed to develop the “Social Studies Course Engagement Scale” to be used for 4th grade elementary school students. Despite the critical importance of the engagement for the social studies course, no engagement scales developed specifically for the social studies course were found in the literature. A total of 730 4th grade elementary school students were included in the development of the scale. As a result of “exploratory factor analysis”, a scale structure consisting of 12 items and 2 sub-dimensions was created. It was determined that the created structure explained a total variance of 51.62%. The first dimension of the scale, individual engagement, helped explain 39.90% of the total variance, while the second dimension, interaction engagement assisted in clarifying 11.72% of the total variance. As a result of “confirmatory factor analysis”, it was determined that the structure of the scale was adequate. The reliability of the scale was analyzed using “Cronbach's Alpha”, “McDonald's Omega” and test-retest reliability coefficients were used. Both “Cronbach's Alpha” and “McDonald's Omega” coefficients were calculated as 0.81. Test-retest reliability coefficient was calculated as 0.72. It was determined that the “Social Studies Course Engagement Scale” is a reliable and valid measurement tool.

Project Number

220K166

References

  • Alan, Ü., & Atalay-Kabasakal, K. (2020). Effect of number of response options on the psychometric properties of Likert-type scales used with children. Studies in Educational Evaluation, 66. https://doi.org/10.1016/j.stueduc.2020.100895
  • Carpenter, S. (2018). Ten steps in scale development and reporting: A guide for researchers. Communication Methods and Measures, 12(1), 25-44. https://doi.org/10.1080/19312458.2017.1396583
  • Cobo-Rendon, R., Lopez-Angulo, Y., Saez-Delgado, F., & Mella-Norambuena, J. (2022). Engagement, academic motivation, and adjustment of university students. Revista Electronica Educare, 26(3). https://doi.org/10.15359/ree.26-3.15
  • Comrey, A. L., & Lee, H. B. (1992). A first course in factor analysis (2nd ed.). Erlbaum.
  • Costello, A. B., & Osborne, J. W. (2005). Best practices in exploratory factor analysis: Four recommendations for getting the most from your analysis. Practical Assessment, Research & Evaluation, 10(7), 1–9.
  • Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16, 297-334. https://doi.org/10.1007/BF02310555
  • Deng, R., Benckendorff, P., & Gannaway, D. (2020). Learner engagement in MOOCs: Scale development and validation. British Journal of Educational Technology, 51(1), 245-262. https://doi.org/10.1111/bjet.12810
  • Devellis, R. F. (2012). Scale development (2nd ed.). Sage.
  • Farris, P. J. (2015). Elementary and middle school social studies: An interdisciplinary multicultural approach (7th ed.). Waveland.
  • Field, A. (2009). Discovering statistics using SPSS (3rd ed.). Sage.
  • Finn, J. D. (1991). Measuring participation among elementary grade students. Educational and Psychological Measurement, 51, 393-402.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). McGraw-Hill.
  • Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74, 59-109. https://doi.org/10.3102/00346543074001059
  • Fredricks, J. A., & McColskey, W. (2012). The measurement of student engagement: A comparative analysis of various methods and student self-report instruments. In S. Christenson, A. Reschly & C. Wylie (Eds.), Handbook of Research on Student Engagement (pp. 763-782). Springer. https://doi.org/10.1007/978-1-4614-2018-7_37
  • Froment, F., & Gutierrez, M. D. (2022). The prediction of teacher credibility on student motivation: Academic engagement and satisfaction as mediating variables. Revista de Psicodidactica, 27(2), 149-157. https://doi.org/10.1016/j.psicod.2022.04.003
  • Fuller, K. A., Karunaratne, N. S., Naidu, S., Exintaris, B., Short, J. L., Wolcott, M. D., Singleton, S., & White, P. J. (2018). Development of a self-report instrument for measuring in-class student engagement reveals that pretending to engage is a significant unrecognized problem. Plos One, 13(10), 1-22. https://doi.org/10.1371/journal.pone.0205828
  • Fung, F., Tan, C. Y., & Chen, G. (2018). Student engagement and mathematics achievement: Unraveling main and interactive effects. Psychology In The Schools, 55(7), 815-831. https://doi.org/10.1002/pits.22139
  • Gay, L. R., Mills, G. E., & Airasian, P. (2012). Educational research: Competencies for analysis and applications (10th ed.). Pearson.
  • Gürer, M. D., Yıldırım, Z. (2014). Effectiveness of learning objects in primary school social studies education: Achievement, perceived learning, engagement and usability. Education and Science, 39(176), 131-143. https://doi.org/10.15390/EB.2014.3714
  • Handelsman, M. M., Briggs, W. L., Sullivan, N., & Towler, A. (2005). A measure of college student course engagement. The Journal of Educational Research, 98(3), 184-192. https://doi.org/10.3200/JOER.98.3.184-192
  • Hayes, A. F., Coutts, J. J. (2020). Use omega rather than cronbach’s alpha for estimating reliability. But… Communication Methods and Measures, 14(1), 1-24. https://doi.org/10.1080/19312458.2020.1718629
  • İlhan, M., Taşdelen-Teker, G., Güler, N., & Ergenekon, O. (2022). Effects of category labeling with emojis on likert-type scales on the psychometric properties of measurements. Journal of Psychoeducational Assessment, 40(2), 221-237. https://doi.org/10.1177/07342829211047677
  • Jiang, Y. L., & Peng, J. E. (2023). Exploring the relationships between learners' engagement, autonomy, and academic performance in an English language MOOC. Computer Assisted Language Learning. https://doi.org/10.1080/09588221.2022.2164777
  • Kim, R., & Song, H. D. (2023). Developing an agentic engagement scale in a self-paced MOOC. Distance Education, 44(1), 120-136. https://doi.org/10.1080/01587919.2022.2155619
  • Lin, S. H., & Huang, Y. C. (2018). Assessing college student engagement: Development and validation of the student course engagement scale. Journal of Psychoeducational Assessment, 36(7), 694-708. https://doi.org/10.1177/0734282917697618
  • Maamin, M., Maat, S. M., & Iksan, Z. H. (2022). The influence of student engagement on mathematical achievement among secondary school students. Mathematics, 10(41). https://doi.org/10.3390/math10010041
  • Mameli, C., & Passini, S. (2017). Measuring four-dimensional engagement in school: A validation of the student engagement scale and of the agentic engagement scale. Testing Psychometrics Methodology in Applied Psychology, 24(4), 527-541. https://doi.org/10.4473/TPM24.4.4
  • Marks, H. M. (2000). Student engagement in instructional activity: Patterns in the elementary, middle, and high school years. American Educational Research Journal, 37, 153-184.
  • Mazer, J. P. (2012). Development and validation of the student interest and engagement scales, Communication Methods and Measures, 6(2), 99-125. https://doi.org/10.1080/19312458.2012.679244
  • Mellor, D., & Moore, K. A. (2014). The use of likert scales with children. Journal of Pediatric Psychology, 39(3), 369-379. https://doi.org/10.1093/jpepsy/jst079
  • Mindes, G. (2014). Social studies for young children: Preschool and primary curriculum anchor (2nd ed.). Rowman & Littlefield.
  • National Council for the Social Studies. (NCSS). (2010). Curriculum standards for social studies: Expectetions of excellence. NCSS
  • Pallant, J. (2015). SPSS survival manual: A step by step guide to data analysis using IBM SPSS. Allen & Unwin
  • Parsons, J. & Taylor, L. (2011). Student Engagement: What Do We Know and what Should We Do?. University of Alberta.
  • Parsons, S. A., Malloy, J. A., Parsons, A. W., Peters-Burton, E. E., & Burrowbridge, S. C. (2018). Sixth-grade students’ engagement in academic tasks. The Journal of Educational Research, 111(2), 232-245. https://doi.org/10.1080/00220671.2016.1246408
  • Phan, T., McNeil, S. G., & Robin, B. R. (2016). Students’ patterns of engagement and course performance in a massive open online course. Computers & Education, 95, 36-44. http://dx.doi.org/10.1016/j.compedu.2015.11.015
  • Putwain, D. W., Symes, W., Nicholson, L. J., & Becker, S. (2018). Achievement goals, behavioural engagement, and mathematics achievement: A mediational analysis. Learning and Individual Differences, 68, 12-19. https://doi.org/10.1016/j.lindif.2018.09.006
  • Putwain, D. W., Nicholson, L. J., Pekrun, R., Becker, S., & Symes, W. (2019). Expectancy of success, attainment value, engagement, and achievement: A moderated mediation analysis. Learning and Instruction, 60, 117-125. https://doi.org/10.1016/j.learninstruc.2018.11.005
  • Putwain, D. W., & Wood, P. (2023). Riding the bumps in mathematics learning: Relations between academic buoyancy, engagement, and achievement. Learning and Instruction, 83. https://doi.org/10.1016/j.learninstruc.2022.101691
  • Ravandpour, A. (2022). The relationship between efl learners' flipped learning readiness and their learning engagement, critical thinking, and autonomy: A structural equation modelling approach. Journal of Language and Education, 8(3). https://doi.org/10.17323/jle.2022.12654
  • Reeve, J., & Tseng, C. M. (2011). Agency as a fourth aspect of students’ engagement during learning activities. Contemporary Educational Psychology, 36, 257-267. https://doi.org/10.1016/j.cedpsych.2011.05.002
  • Riswanto, Heydarnejad, T., Dehkordi, E. S., & Parmadi, B. (2022). Learning-oriented assessment in the classroom: The contribution of self-assessment and critical thinking to EFL learners’ academic engagement and self-esteem. Language Testing in Asia, 12(1). https://doi.org/10.1186/s40468-022-00210-4
  • Ryu, S., & Lombardi, D. (2015). Coding classroom interactions for collective and individual engagement. Educational Psychologist, 50(1), 70–83. https://doi.org/10.1080/00461520.2014.1001891
  • Saripudin, D., Komalasari, K., & Anggraini, D. N. (2021). Value-based digital storytelling learning media to foster student character. International Journal of Instruction, 14(2), 369-384. https://doi.org/10.29333/iji.2021.14221a
  • Sarıtepeci, M., & Çakır, H. (2015). The effect of blended learning environments on student's academic achievement and student engagement: A study on social studies course. Education and Science, 40(177), 203-216. https://doi.org/10.15390/EB.2015.2592
  • Scherer, R. F., Wiebe, F. A., Luther, D. C., & Adams, J. S. (1988). Dimensionality of coping: Factor stability using the ways of coping questionnaire. Psychological Reports, 62(3), 763-770. https://doi.org/10.2466/pr0.1988.62.3.763
  • Schmitt, H. A., Witmer, S. E., & Rowe, S. S. (2022). Text readability, comprehension instruction, and student engagement: Examining associated relationships during text-based social studies instruction. Literacy Research and Instruction, 61(1), 62-83. https://doi.org/10.1080/19388071.2021.2008561
  • Schumacker, R. E., & Lomax, R. G. (2004). A beginner's guide to structural equation modeling. Psychology Press.
  • Siddiqi, A. F., Shabbir, M. S., Abbas, M., Mahmood, A., & Salman, R. (2022). Developing and testing student engagement scale for higher educational students. Journal of Applied Research in Higher Education, 14(1), 424-439. https://doi.org/10.1108/JARHE-11-2020-0388
  • Singh, A. K., & Srivastava, S. (2014). Development and validation of student engagement scale in the Indian context. Global Business Review, 15(3), 505-515. https://doi.org/10.1177/0972150914535137
  • Singh, M., James, P. S., Paul, H., & Bolar, K. (2022). Impact of cognitive-behavioral motivation on student engagement. Heliyon, 8(7). https://doi.org/10.1016/j.heliyon.2022.e09843
  • Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.). Pearson.
  • Thomas, D. J. (2022). “If I can help somebody”: The civic-oriented thought and practices of Black male teacher-coaches. Theory & Research in Social Education, 50(3), 464-493. https://doi.org/10.1080/00933104.2022.2078258
  • Van Laerhoven, H., Van Der Zaag-Loonen, H. J., Derkx, B. H. F. (2004). A comparison of Likert scale and visual analogue scales as response options in children’s questionnaires. Acta Paediatrica, 93(6), 830-835. https://doi.org/10.1080/08035250410026572
  • Vongkulluksn, V. W., Lu, L., Nelson, M. J., & Xie, K. (2022). Cognitive engagement with technology scale: A validation study. Educational Technology Research and Development, 70, 419-445. https://doi.org/10.1007/s11423-022-10098-9
  • Wang, Z., Bergin, C., & Bergin, D. A. (2014). Measuring engagement in fourth to twelfth grade classrooms: The classroom engagement inventory. School Psychology Quarterly, 29(4), 517-535. https://dx.doi.org/10.1037/spq0000050
  • Wang, M. T., Fredricks, J. A., Ye, F., & Hofkens, T. L. (2016). The math and science engagement scales: Scale development, validation, and psychometric properties. Learning and Instruction, 43, 16-26. http://dx.doi.org/10.1016/j.learninstruc.2016.01.008
  • Zhang, Y., Yang, X., Sun, X., & Kaiser, G. (2023). The reciprocal relationship among Chinese senior secondary students’ intrinsic and extrinsic motivation and cognitive engagement in learning mathematics: A three‑wave longitudinal study. ZDM-Mathematics Education, 55, 399-412. https://doi.org/10.1007/s11858-022-01465-0
Year 2024, Issue: 25, 15 - 30, 06.03.2024
https://doi.org/10.30786/jef.1284700

Abstract

Supporting Institution

TÜBİTAK-1002 Hızlı Destek Programı

Project Number

220K166

Thanks

Bu çalışma sorumlu yazar tarafından yürütülen doktora tez araştırması kapsamında gerçekleştirilmiştir. Yazarlar, mali destek için Türkiye Bilimsel ve Teknolojik Araştırma Kurumu'na (TÜBİTAK) teşekkür eder.

References

  • Alan, Ü., & Atalay-Kabasakal, K. (2020). Effect of number of response options on the psychometric properties of Likert-type scales used with children. Studies in Educational Evaluation, 66. https://doi.org/10.1016/j.stueduc.2020.100895
  • Carpenter, S. (2018). Ten steps in scale development and reporting: A guide for researchers. Communication Methods and Measures, 12(1), 25-44. https://doi.org/10.1080/19312458.2017.1396583
  • Cobo-Rendon, R., Lopez-Angulo, Y., Saez-Delgado, F., & Mella-Norambuena, J. (2022). Engagement, academic motivation, and adjustment of university students. Revista Electronica Educare, 26(3). https://doi.org/10.15359/ree.26-3.15
  • Comrey, A. L., & Lee, H. B. (1992). A first course in factor analysis (2nd ed.). Erlbaum.
  • Costello, A. B., & Osborne, J. W. (2005). Best practices in exploratory factor analysis: Four recommendations for getting the most from your analysis. Practical Assessment, Research & Evaluation, 10(7), 1–9.
  • Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16, 297-334. https://doi.org/10.1007/BF02310555
  • Deng, R., Benckendorff, P., & Gannaway, D. (2020). Learner engagement in MOOCs: Scale development and validation. British Journal of Educational Technology, 51(1), 245-262. https://doi.org/10.1111/bjet.12810
  • Devellis, R. F. (2012). Scale development (2nd ed.). Sage.
  • Farris, P. J. (2015). Elementary and middle school social studies: An interdisciplinary multicultural approach (7th ed.). Waveland.
  • Field, A. (2009). Discovering statistics using SPSS (3rd ed.). Sage.
  • Finn, J. D. (1991). Measuring participation among elementary grade students. Educational and Psychological Measurement, 51, 393-402.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). McGraw-Hill.
  • Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74, 59-109. https://doi.org/10.3102/00346543074001059
  • Fredricks, J. A., & McColskey, W. (2012). The measurement of student engagement: A comparative analysis of various methods and student self-report instruments. In S. Christenson, A. Reschly & C. Wylie (Eds.), Handbook of Research on Student Engagement (pp. 763-782). Springer. https://doi.org/10.1007/978-1-4614-2018-7_37
  • Froment, F., & Gutierrez, M. D. (2022). The prediction of teacher credibility on student motivation: Academic engagement and satisfaction as mediating variables. Revista de Psicodidactica, 27(2), 149-157. https://doi.org/10.1016/j.psicod.2022.04.003
  • Fuller, K. A., Karunaratne, N. S., Naidu, S., Exintaris, B., Short, J. L., Wolcott, M. D., Singleton, S., & White, P. J. (2018). Development of a self-report instrument for measuring in-class student engagement reveals that pretending to engage is a significant unrecognized problem. Plos One, 13(10), 1-22. https://doi.org/10.1371/journal.pone.0205828
  • Fung, F., Tan, C. Y., & Chen, G. (2018). Student engagement and mathematics achievement: Unraveling main and interactive effects. Psychology In The Schools, 55(7), 815-831. https://doi.org/10.1002/pits.22139
  • Gay, L. R., Mills, G. E., & Airasian, P. (2012). Educational research: Competencies for analysis and applications (10th ed.). Pearson.
  • Gürer, M. D., Yıldırım, Z. (2014). Effectiveness of learning objects in primary school social studies education: Achievement, perceived learning, engagement and usability. Education and Science, 39(176), 131-143. https://doi.org/10.15390/EB.2014.3714
  • Handelsman, M. M., Briggs, W. L., Sullivan, N., & Towler, A. (2005). A measure of college student course engagement. The Journal of Educational Research, 98(3), 184-192. https://doi.org/10.3200/JOER.98.3.184-192
  • Hayes, A. F., Coutts, J. J. (2020). Use omega rather than cronbach’s alpha for estimating reliability. But… Communication Methods and Measures, 14(1), 1-24. https://doi.org/10.1080/19312458.2020.1718629
  • İlhan, M., Taşdelen-Teker, G., Güler, N., & Ergenekon, O. (2022). Effects of category labeling with emojis on likert-type scales on the psychometric properties of measurements. Journal of Psychoeducational Assessment, 40(2), 221-237. https://doi.org/10.1177/07342829211047677
  • Jiang, Y. L., & Peng, J. E. (2023). Exploring the relationships between learners' engagement, autonomy, and academic performance in an English language MOOC. Computer Assisted Language Learning. https://doi.org/10.1080/09588221.2022.2164777
  • Kim, R., & Song, H. D. (2023). Developing an agentic engagement scale in a self-paced MOOC. Distance Education, 44(1), 120-136. https://doi.org/10.1080/01587919.2022.2155619
  • Lin, S. H., & Huang, Y. C. (2018). Assessing college student engagement: Development and validation of the student course engagement scale. Journal of Psychoeducational Assessment, 36(7), 694-708. https://doi.org/10.1177/0734282917697618
  • Maamin, M., Maat, S. M., & Iksan, Z. H. (2022). The influence of student engagement on mathematical achievement among secondary school students. Mathematics, 10(41). https://doi.org/10.3390/math10010041
  • Mameli, C., & Passini, S. (2017). Measuring four-dimensional engagement in school: A validation of the student engagement scale and of the agentic engagement scale. Testing Psychometrics Methodology in Applied Psychology, 24(4), 527-541. https://doi.org/10.4473/TPM24.4.4
  • Marks, H. M. (2000). Student engagement in instructional activity: Patterns in the elementary, middle, and high school years. American Educational Research Journal, 37, 153-184.
  • Mazer, J. P. (2012). Development and validation of the student interest and engagement scales, Communication Methods and Measures, 6(2), 99-125. https://doi.org/10.1080/19312458.2012.679244
  • Mellor, D., & Moore, K. A. (2014). The use of likert scales with children. Journal of Pediatric Psychology, 39(3), 369-379. https://doi.org/10.1093/jpepsy/jst079
  • Mindes, G. (2014). Social studies for young children: Preschool and primary curriculum anchor (2nd ed.). Rowman & Littlefield.
  • National Council for the Social Studies. (NCSS). (2010). Curriculum standards for social studies: Expectetions of excellence. NCSS
  • Pallant, J. (2015). SPSS survival manual: A step by step guide to data analysis using IBM SPSS. Allen & Unwin
  • Parsons, J. & Taylor, L. (2011). Student Engagement: What Do We Know and what Should We Do?. University of Alberta.
  • Parsons, S. A., Malloy, J. A., Parsons, A. W., Peters-Burton, E. E., & Burrowbridge, S. C. (2018). Sixth-grade students’ engagement in academic tasks. The Journal of Educational Research, 111(2), 232-245. https://doi.org/10.1080/00220671.2016.1246408
  • Phan, T., McNeil, S. G., & Robin, B. R. (2016). Students’ patterns of engagement and course performance in a massive open online course. Computers & Education, 95, 36-44. http://dx.doi.org/10.1016/j.compedu.2015.11.015
  • Putwain, D. W., Symes, W., Nicholson, L. J., & Becker, S. (2018). Achievement goals, behavioural engagement, and mathematics achievement: A mediational analysis. Learning and Individual Differences, 68, 12-19. https://doi.org/10.1016/j.lindif.2018.09.006
  • Putwain, D. W., Nicholson, L. J., Pekrun, R., Becker, S., & Symes, W. (2019). Expectancy of success, attainment value, engagement, and achievement: A moderated mediation analysis. Learning and Instruction, 60, 117-125. https://doi.org/10.1016/j.learninstruc.2018.11.005
  • Putwain, D. W., & Wood, P. (2023). Riding the bumps in mathematics learning: Relations between academic buoyancy, engagement, and achievement. Learning and Instruction, 83. https://doi.org/10.1016/j.learninstruc.2022.101691
  • Ravandpour, A. (2022). The relationship between efl learners' flipped learning readiness and their learning engagement, critical thinking, and autonomy: A structural equation modelling approach. Journal of Language and Education, 8(3). https://doi.org/10.17323/jle.2022.12654
  • Reeve, J., & Tseng, C. M. (2011). Agency as a fourth aspect of students’ engagement during learning activities. Contemporary Educational Psychology, 36, 257-267. https://doi.org/10.1016/j.cedpsych.2011.05.002
  • Riswanto, Heydarnejad, T., Dehkordi, E. S., & Parmadi, B. (2022). Learning-oriented assessment in the classroom: The contribution of self-assessment and critical thinking to EFL learners’ academic engagement and self-esteem. Language Testing in Asia, 12(1). https://doi.org/10.1186/s40468-022-00210-4
  • Ryu, S., & Lombardi, D. (2015). Coding classroom interactions for collective and individual engagement. Educational Psychologist, 50(1), 70–83. https://doi.org/10.1080/00461520.2014.1001891
  • Saripudin, D., Komalasari, K., & Anggraini, D. N. (2021). Value-based digital storytelling learning media to foster student character. International Journal of Instruction, 14(2), 369-384. https://doi.org/10.29333/iji.2021.14221a
  • Sarıtepeci, M., & Çakır, H. (2015). The effect of blended learning environments on student's academic achievement and student engagement: A study on social studies course. Education and Science, 40(177), 203-216. https://doi.org/10.15390/EB.2015.2592
  • Scherer, R. F., Wiebe, F. A., Luther, D. C., & Adams, J. S. (1988). Dimensionality of coping: Factor stability using the ways of coping questionnaire. Psychological Reports, 62(3), 763-770. https://doi.org/10.2466/pr0.1988.62.3.763
  • Schmitt, H. A., Witmer, S. E., & Rowe, S. S. (2022). Text readability, comprehension instruction, and student engagement: Examining associated relationships during text-based social studies instruction. Literacy Research and Instruction, 61(1), 62-83. https://doi.org/10.1080/19388071.2021.2008561
  • Schumacker, R. E., & Lomax, R. G. (2004). A beginner's guide to structural equation modeling. Psychology Press.
  • Siddiqi, A. F., Shabbir, M. S., Abbas, M., Mahmood, A., & Salman, R. (2022). Developing and testing student engagement scale for higher educational students. Journal of Applied Research in Higher Education, 14(1), 424-439. https://doi.org/10.1108/JARHE-11-2020-0388
  • Singh, A. K., & Srivastava, S. (2014). Development and validation of student engagement scale in the Indian context. Global Business Review, 15(3), 505-515. https://doi.org/10.1177/0972150914535137
  • Singh, M., James, P. S., Paul, H., & Bolar, K. (2022). Impact of cognitive-behavioral motivation on student engagement. Heliyon, 8(7). https://doi.org/10.1016/j.heliyon.2022.e09843
  • Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.). Pearson.
  • Thomas, D. J. (2022). “If I can help somebody”: The civic-oriented thought and practices of Black male teacher-coaches. Theory & Research in Social Education, 50(3), 464-493. https://doi.org/10.1080/00933104.2022.2078258
  • Van Laerhoven, H., Van Der Zaag-Loonen, H. J., Derkx, B. H. F. (2004). A comparison of Likert scale and visual analogue scales as response options in children’s questionnaires. Acta Paediatrica, 93(6), 830-835. https://doi.org/10.1080/08035250410026572
  • Vongkulluksn, V. W., Lu, L., Nelson, M. J., & Xie, K. (2022). Cognitive engagement with technology scale: A validation study. Educational Technology Research and Development, 70, 419-445. https://doi.org/10.1007/s11423-022-10098-9
  • Wang, Z., Bergin, C., & Bergin, D. A. (2014). Measuring engagement in fourth to twelfth grade classrooms: The classroom engagement inventory. School Psychology Quarterly, 29(4), 517-535. https://dx.doi.org/10.1037/spq0000050
  • Wang, M. T., Fredricks, J. A., Ye, F., & Hofkens, T. L. (2016). The math and science engagement scales: Scale development, validation, and psychometric properties. Learning and Instruction, 43, 16-26. http://dx.doi.org/10.1016/j.learninstruc.2016.01.008
  • Zhang, Y., Yang, X., Sun, X., & Kaiser, G. (2023). The reciprocal relationship among Chinese senior secondary students’ intrinsic and extrinsic motivation and cognitive engagement in learning mathematics: A three‑wave longitudinal study. ZDM-Mathematics Education, 55, 399-412. https://doi.org/10.1007/s11858-022-01465-0
There are 58 citations in total.

Details

Primary Language English
Subjects Scale Development, Classroom Education, Primary Education
Journal Section Makaleler
Authors

Ebru Ocakcı 0000-0003-2441-9845

Osman Samancı 0000-0003-3620-7604

Project Number 220K166
Publication Date March 6, 2024
Published in Issue Year 2024 Issue: 25

Cite

APA Ocakcı, E., & Samancı, O. (2024). Development of the “Social Studies Course Engagement Scale” for Elementary School Students. Journal of Education and Future(25), 15-30. https://doi.org/10.30786/jef.1284700
AMA Ocakcı E, Samancı O. Development of the “Social Studies Course Engagement Scale” for Elementary School Students. JEF. March 2024;(25):15-30. doi:10.30786/jef.1284700
Chicago Ocakcı, Ebru, and Osman Samancı. “Development of the ‘Social Studies Course Engagement Scale’ for Elementary School Students”. Journal of Education and Future, no. 25 (March 2024): 15-30. https://doi.org/10.30786/jef.1284700.
EndNote Ocakcı E, Samancı O (March 1, 2024) Development of the “Social Studies Course Engagement Scale” for Elementary School Students. Journal of Education and Future 25 15–30.
IEEE E. Ocakcı and O. Samancı, “Development of the ‘Social Studies Course Engagement Scale’ for Elementary School Students”, JEF, no. 25, pp. 15–30, March 2024, doi: 10.30786/jef.1284700.
ISNAD Ocakcı, Ebru - Samancı, Osman. “Development of the ‘Social Studies Course Engagement Scale’ for Elementary School Students”. Journal of Education and Future 25 (March 2024), 15-30. https://doi.org/10.30786/jef.1284700.
JAMA Ocakcı E, Samancı O. Development of the “Social Studies Course Engagement Scale” for Elementary School Students. JEF. 2024;:15–30.
MLA Ocakcı, Ebru and Osman Samancı. “Development of the ‘Social Studies Course Engagement Scale’ for Elementary School Students”. Journal of Education and Future, no. 25, 2024, pp. 15-30, doi:10.30786/jef.1284700.
Vancouver Ocakcı E, Samancı O. Development of the “Social Studies Course Engagement Scale” for Elementary School Students. JEF. 2024(25):15-30.
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