PORTUGUESE ADAPTATION OF STUDENTS ENGAGEMENT IN SCHOOLS INTERNATIONAL SCALE (SESIS)

F.H. Veiga1, S. Bahia2, J. Nogueira3, M. Melo4, S. Caldeira5, M.I. Festas6, M.C. Taveira7, I. Janeiro1, J. Conboy8, C. Carvalho1, D. Galvão1, A. Almeida7, T. Pereira4

1Instituto de Educação, Universidade de Lisboa (PORTUGAL)
2Faculdade de Psicologia, Universidade de Lisboa (PORTUGAL)
3Universidade Nova de Lisboa (PORTUGAL)
4Universidade de Évora (PORTUGAL)
5Universidade dos Açores (PORTUGAL)
6FPCE, Universidade de Coimbra (PORTUGAL)
7Escola de Psicologia, Universidade do Minho (PORTUGAL)
8Intituto de Educação, Universidade de Lisboa (PORTUGAL)
Context: The importance of student’s engagement has been recently pointed out in research. However, there has been a lack of engagement assessment instruments, showing psychometric qualities, such as reliability and validity. Objective: This paper presents the Portuguese adaptation of the “Student’s Engagement in Schools International Scale” (SESIS), drawn up from a12 countries international study (Lam et al., 2012; Lam et al., in press). Method: Psychometric properties of this scale were examined using data from 685 students, of both sexes, and from different grades (6th, 7th, 9th and 10th), and regions of the country. Results: Factorial analysis of the results, with varimax rotation, conducted to three different factors which explain 62,19% of the variance. The scale integrates the original 33 items, and cognitive, affective and behavioural dimensions. For the external validity study, the relationship between student’s engagement in school results and other school variables — academic performance, school conduct — was considered, and significant relations were observed, as expected. Conclusion: The data presented highlights the qualities of SESIS, as well as its usefulness for research purpose. Suggestion: It is suggested the investigation of the extension of SESIS’s three-dimensionality, in future studies.