MEASURING STUDENTS’ COGNITIVE ENGAGEMENT ON ASSESSMENT TESTS: A CONFIRMATORY FACTOR ANALYSIS OF THE SHORT FORM OF THE COGNITIVE ENGAGEMENT SCALE
RPA (Research and Practice in Assessment). Volume Six | Summer 2011
Abstract: 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.
Cognitive engagement in the problem-based learning classroom
Adv Health Sci Educ Theory Pract. 2011 October; 16(4): 465–479.
Jerome I. Rotgans and Henk G. Schmidt
Predicting high school students’ cognitive engagement and achievement: Contributions of classroom perceptions and motivation
Barbara A. Greene,* Raymond B. Miller, H. Michael Crowson, Bryan L. Duke, and Kristine L. Akey
Department of Educational Psychology, University of Oklahoma
Contemporary Educational Psychology 29 (2004) 462–482
[ cited by 280]
Classrooms: Goals, Structures, and Student Motivation
Department of Educational Psychology, University of Illinois at Urbana-Champaign
Journal of Educational Psychology, 1992, 84(3): 261-271
[cited by 4,232]
Students’ goal orientations and cognitive engagement in classroom activities.
By Meece, Judith L.; Blumenfeld, Phyllis C.; Hoyle, Rick H.
Journal of Educational Psychology, Vol 80(4), Dec 1988, 514-523.
[cited by 1,000]