Abstract This study evaluated the psychometric properties of the Student Engagement Instrument–College version (SEI–C) with college students in the southeastern United States. Participants self-selected paper-and-pencil or online administration. Confirmatory factor analysis revealed a modified 5-factor structure. Measurement invariance of the modified 5-factor structure of the SEI–C was assessed across the paper-and-pencil and online samples. Full configural, full metric, partial scalar, and full residual variance invariance were established. The paper-and-pencil and online data were aggregated, and correlational analyses between the 5 SEI–C factors and the 4 higher order factors of the Motivation and Engagement Scale–University/College (MES–UC) provided evidence of convergent and divergent validity. All but 1 of the 20 correlations were statistically significant, and all correlations were in the expected direction. Overall, there is evidence to suggest the appropriateness of extending the SEI upward for use with college students and for collecting data via online or paper-and-pencil administration.

中文翻译：

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衡量大学生的参与度：学生参与工具的管理格式、结构和有效性——学院

摘要 本研究在美国东南部的大学生中评估了学生参与工具 - 大学版 (SEI-C) 的心理测量特性。参与者自行选择纸笔或在线管理。验证性因素分析揭示了修改后的 5 因素结构。在纸笔和在线样本中评估了 SEI-C 修改后的 5 因子结构的测量不变性。建立了完整的配置、完整的度量、部分标量和完整的残差方差不变性。汇总了纸笔和在线数据，5 个 SEI-C 因素与动机和参与量表 - 大学/学院 (MES-UC) 的 4 个更高阶因素之间的相关分析提供了收敛和发散有效性的证据. 20 个相关性中除 1 个外的所有相关性都具有统计显着性，并且所有相关性都在预期的方向上。总体而言，有证据表明将 SEI 向上扩展以供大学生使用以及通过在线或纸笔管理收集数据是适当的。