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Higher Education Student Engagement Scale (HESES): Development and Psychometric Evidence

Author

Listed:
  • Karen C. H. Zhoc

    (The Education University of Hong Kong)

  • Beverley J. Webster

    (RMIT University)

  • Ronnel B. King

    (The Education University of Hong Kong)

  • Johnson C. H. Li

    (University of Manitoba)

  • Tony S. H. Chung

    (The Government of the Hong Kong Special Administrative Region)

Abstract

This study describes the development and validation of the Higher Education Student Engagement Scale (HESES). The psychometric evaluations of the scale included: (i) factor structure, (ii) internal consistency, and (iii) criterion validity. The HESES was developed based on our proposed five-factor model of student engagement, which was evolved from Finn and Zimmer’s ( In: Christenson SL, Reschly AL, Wylie C (eds) Handbook of research on student engagement. Springer, New York, 2012) student engagement model taken into account the distinctive characteristics in higher education. The five main facets of student engagement include: (1) academic engagement, (2) cognitive engagement, (3) social engagement with peers, (4) social engagement with teachers, and (5) affective engagement. The HESES was developed from the 61-item First Year Engagement Scales (FYES). For brevity, it was trimmed into a 28-item scale having regard to the content validity, factor loadings and error variances of the items. The CFA results supported the correlated five-dimensional model with all the dimensions showing high internal consistency based on Cronbach’s alpha coefficients. A multi-group CFA also rendered the structure as gender invariant. Its criterion validity was evidenced by its correlations with different student learning outcomes and more importantly, its predictive power in explaining variances of GPA (15%) and satisfaction of the university experience (29%). Different from the dominant behavioral perspective of student engagement in higher education, the HESES is based on a psychological perspective, streamlining student engagement as students’ level of involvement in the learning process and a multi-faceted construct with academic, cognitive, social and affective dimensions. The implications and merits of the HESES are discussed.

Suggested Citation

  • Karen C. H. Zhoc & Beverley J. Webster & Ronnel B. King & Johnson C. H. Li & Tony S. H. Chung, 2019. "Higher Education Student Engagement Scale (HESES): Development and Psychometric Evidence," Research in Higher Education, Springer;Association for Institutional Research, vol. 60(2), pages 219-244, March.
    • Handle: RePEc:spr:reihed:v:60:y:2019:i:2:d:10.1007_s11162-018-9510-6
    DOI: 10.1007/s11162-018-9510-6
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    References listed on IDEAS

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    1. George D. Kuh & Ty M. Cruce & Rick Shoup & Jillian Kinzie & Robert M. Gonyea, 2008. "Unmasking the Effects of Student Engagement on First-Year College Grades and Persistence," The Journal of Higher Education, Taylor & Francis Journals, vol. 79(5), pages 540-563, September.
    2. Chun-Mei Zhao & George D. Kuh & Robert M. Carini, 2005. "A Comparison of International Student and American Student Engagement in Effective Educational Practices," The Journal of Higher Education, Taylor & Francis Journals, vol. 76(2), pages 209-231, March.
    3. Mitchell J. Chang & Nida Denson & Victor Sáenz & Kimberly Misa, 2006. "The Educational Benefits of Sustaining Cross-Racial Interaction among Undergraduates," The Journal of Higher Education, Taylor & Francis Journals, vol. 77(3), pages 430-455, May.
    4. Paul D. Umbach & George D. Kuh, 2006. "Student Experiences with Diversity at Liberal Arts Colleges: Another Claim for Distinctiveness," The Journal of Higher Education, Taylor & Francis Journals, vol. 77(1), pages 169-192, January.
    5. Gary R. Pike & George D. Kuh, 2005. "First- and Second-Generation College Students: A Comparison of Their Engagement and Intellectual Development," The Journal of Higher Education, Taylor & Francis Journals, vol. 76(3), pages 276-300, May.
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    Cited by:

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    2. Ruiqi Deng, 2021. "Emotionally Engaged Learners Are More Satisfied with Online Courses," Sustainability, MDPI, vol. 13(20), pages 1-19, October.
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    4. Fenglong Yu & Qian Chen & Bing Hou, 2021. "Understanding the Impacts of Chinese Undergraduate Tourism Students’ Professional Identity on Learning Engagement," Sustainability, MDPI, vol. 13(23), pages 1-16, December.

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