| Using a translated measurement model that was originally developed by Li and Lerner (2011) for U.S. youth, and data from a sample of 8th , 9th and 11th grade Chinese adolescents (N = 364), exploratory factor analysis (EFA) was used to identify a multidimensional school engagement construct in China. Results were not consistent with existing theoretical and empirical literature in Western countries. Instead of three factors, four factors were found: school compliance, self-expression, emotional engagement, and cognitive engagement. In addition, a relatively weak correlation was found between behavioral engagement and academic performance, and no significant correlation was found between Emotional or Cognitive engagement and academic performance. Based on the differences between this study and previous studies in Western countries, the need for an emic approach in studying school engagement among youth in China is discussed. |
