Measuring students' cognitive engagement on assessment tests: a confirmatory factor analysis of the short form of the cognitive engagement scale

Motivational theory is often used to develop strategies for boosting student effort on assessments, particularly in low stakes situations. Increasing students' cognitive engagement on such assessments may also impact student effort. However, before such interventions can be evaluated, a sound m...

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Bibliographic Details
Published in:Research & practice in assessment 2011-07, Vol.6 (1), p.17
Main Authors: Smiley, Whitney, Anderson, Robin
Format: Article
Language:English
Subjects:
Cognitive Processes
Cognitive Style
Data Analysis
Educational Assessment
Elementary Secondary Education
Evidence
Factor Analysis
Factor Structure
Goal Orientation
Government School Relationship
Higher Education
Inferences
Learner Engagement
Measurement
Measures (Individuals)
Memorization
Scores
Student Evaluation
Student Improvement
Student Motivation
Student Participation
Students
United States (Mid Atlantic States)
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Summary:Motivational theory is often used to develop strategies for boosting student effort on assessments, particularly in low stakes situations. Increasing students' cognitive engagement on such assessments may also impact student effort. However, before such interventions can be evaluated, a sound measure of cognitive engagement must be identified. This study examines the factor structure of a scale (CE-S) modified to measure students' cognitive engagement specifically on assessment tests. A 2-factor model of cognitive engagement supports the interpretation of two subscale scores. The relationship between these subscale scores and scores on measures of motivation and goal orientation further supports two separate subscales of cognitive engagement. Future research and implications for use of the CE-S in assessment practice is discussed.
ISSN:2161-4210
2161-4210