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- Psychometric properties of the university student engagement inventory among Chinese studentsPublication . She, Long; Khoshnavay Fomani, Fatemeh; Maroco, J. P.; Allen, Kelly-Ann; Sharif Nia, Hamid; Rahmatpour, PardisAbstract Purpose: Since the onset of the COVID-19 pandemic in China, student engagement in online learning has been a critical issue for all educational institutions. The university student engagement inventory (USEI) is the most used scale for assessing the construct of student engagement. The present study aimed to evaluate the psychometric properties of the USEI among 1504 Chinese university students who completed a survey through an online platform between December 2020 and January 2021. Design/methodology/approach: In this cross-sectional study, content validity, construct validity and reliability of the scale were assessed. Findings: The results supported the three-factor model with acceptable goodness of fit (χ2 (71) = 369.717, p = 0.13, χ2/df = 5.207, comparative fit index (CFI) = 0.967, normed fit index (NFI) = 0.960, Tucker–Lewis index (TLI) = 0.958, standardized root mean square residual (SRMR) = 0.030, root mean square error of approximation (RMSEA) (90% CI) = 0.053 [0.049, 0.057]), good internal consistency and construct reliability (Cronbach's alpha and omega coefficient >0.70) and strong convergent validity. Also, the measurement invariance was confirmed across gender. Originality/value: This study showed that the 3-factor structure of USEI with Chinese university students had good construct validity, internal consistency and reliability. It could help measure student engagement in online learning in China. © 2023, Long She, Fatemeh Khoshnavay Fomani, João Marôco, Kelly-Ann Allen, Hamid Sharif Nia and Pardis Rahmatpour.
- Student satisfaction and academic efficacy during online learning with the mediating effect of student engagement: A multi-country studyPublication . Sharif Nia, Hamid; Maroco, J. P.; She, Long; Khoshnavay Fomani, Fatemeh; Rahmatpour, Pardis; Stepanovic Ilic, Ivana; Mohammad Ibrahim, Maryam; Muhammad Ibrahim, Fatima; Narula, Dr Sumit; Esposito, Giovanna; Gorgulu, Ozkan; Naghavi, Navaz; Pahlevan Sharif, Saeed; Allen, Kelly-Ann; Kaveh, Omolhoda; Reardon, JonathanThe COVID-19 pandemic caused unprecedented changes to educational institutions, forcing their closure and a subsequent shift to online education to cater to student learning requirements. However, successful online learning depends on several factors and may also vary between countries. As such, this cross-sectional study sought to investigate how engagement of university students, a major driver of online learning, was influenced by course content, online interaction, student acceptance, and satisfaction with online learning, as well as self-efficacy across nine countries (China, India, Iran, Italy, Malaysia, Portugal, Serbia, Turkey, and the United Arab Emirates) during the COVID-19 pandemic. Using a questionnaire-based approach, data collected from 6,489 university students showed that student engagement was strongly linked to perception of the quality of the course content and online interactions (p < .001). The current study also indicated that online interactions are a major determinant of academic efficacy but only if mediated by engagement within the online learning context. A negative correlation between student engagement and satisfaction with online learning was found, demonstrating the importance of students being engaged behaviorally, emotionally, and cognitively to feel satisfied with learning. Academic efficacy and student satisfaction were explained by course content, online interaction, and online learning acceptance, being mediated by student engagement. Student satisfaction and, to a lesser degree academic efficacy, were also associated with online learning acceptance. Overall, the structural equation model was a good fit for the data collected from all nine countries (CFI = .947, TLI = .943; RMSEA = .068; SRMR = .048), despite differences in the percentage variations explained by each factor (no invariance), likely due to differences in levels of technology use, learning management systems, and the preparedness of teachers to migrate to full online instruction. Despite limitations, the results of this study highlight the most important factors affecting online learning, providing insight into potential approaches for improving student experiences in online learning environments.
- University Student Engagement Inventory: Validation in the indian online learning contextPublication . Sharif-Nia, Hamid; Maroco, J. P.; She, Long; Narula, Dr Sumit; Ma, Lan; Kaveh, Omolhoda; Rahmatpour, Pardis; Ghahrani, NassimObjective: This study aims to evaluate sources of validity and reliability of the University Student Engagement Inventory among Indian Students. Method: The data of this study was collected from 518 Indian university students in the design of a cross-sectional study from May to June 2022. Then the validity and reliability of the inventory were assessed. Results: The results showed that all three factor models indicated good evidence of construct validity (TLI = 0.960, CFI = 0.967), NFI = 0.960, and SRMR = 0.043), and reliability. The internal consistency of all three factors was >0.7. Conclusions: According to the findings of the present study, it was found that the concept of university student engagement in Indian students is a concept with three sub-concepts and 15 items. For more learning, academic progress, and development, as well as obtaining better educational results, student participation is important. Significance Statement: Considering the importance of students’ engagement in improving their performance and learning, it is necessary to evaluate it. Since, in other countries, the psychoanalysis of the USEI tool has also been discussed; in this study, the researchers investigated the validity and reliability of student engagement tools in India.
- Parental hesitancy toward children vaccination: A multi-country psychometric and predictive studyPublication . Sharif-Nia, Hamid; She, Long; Allen, Kelly-Ann; Maroco, J. P.; Kaur, Harpaljit; Arslan, Gökmen; Gorgulu, Ozkan; Osborne, Jason; Rahmatpour, Pardis; Khoshnavay Fomani, FatemehAim Understanding vaccine hesitancy, as a critical concern for public health, cannot occur without the use of validated measures applicable and relevant to the samples they are assessing. The current study aimed to validate the Vaccine Hesitancy Scale (VHS) and to investigate the predictors of children’s vaccine hesitancy among parents from Australia, China, Iran, and Turkey. To ensure the high quality of the present observational study the STROBE checklist was utilized. Design A cross-sectional study. Method In total, 6,073 parent participants completed the web-based survey between 8 August 2021 and 1 October 2021. The content and construct validity of the Vaccine Hesitancy Scale was assessed. Cronbach’s alpha and McDonald’s omega were used to assess the scale’s internal consistency, composite reliability (C.R.) and maximal reliability (MaxR) were used to assess the construct reliability. Multiple linear regression was used to predict parental vaccine hesitancy from gender, social media activity, and perceived financial well-being. Results The results found that the VHS had a two-factor structure (i.e., lack of confidence and risk) and a total of 9 items. The measure showed metric invariance across four very different countries/cultures, showed evidence of good reliability, and showed evidence of validity. As expected, analyses indicated that parental vaccine hesitancy was higher in people who identify as female, more affluent, and more active on social media. Conclusions The present research marks one of the first studies to evaluate vaccine hesitancy in multiple countries that demonstrated VHS validity and reliability. Findings from this study have implications for future research examining vaccine hesitancy and vaccine-preventable diseases and community health nurses.
- A psychometric lens for e-learning: Examining the validity and reliability of the persian version of University Students’ Engagement Inventory (P-USEI)Publication . Sharif Nia, Hamid; Azad Moghddam, Hamed; Maroco, J. P.; Rahmatpour, Pardis; Allen, Kelly-Ann; Kaur, Harpaljit; Kaveh, Omolhoda; Gorgulu, Ozkan; Pahlevan Sharif, SaeedStudent engagement is a critical component of e-learning, which became an important focus for most academic institutions during the COVID-19 pandemic. University students’ engagement is measured using various scales with diferent subscales. This study aimed to evaluate the psychometric properties of the Persian version of the University Student Engagement Inventory (P-USEI). A cross-sectional methodology study was conducted among Iranian university students (n =667) from April to May 2020. After forward–backward translation, the content, and construct validity, and reliability of the scale were assessed. The results obtained from the confrmatory factor analysis confrmed that the P-USEI has three factors: cognitive, emotional, and behaviour. The fndings of the study supported the adequate reliability, factorial, convergent, and discriminant validities of P-USEI in a sample of Iranian students. The P-USEI dimensions have predictive value for important academic variables that can be generalized by developing the research through a psychometric evaluation on student engagement.
- Psychometrics evaluation of the university student engagement inventory in online learning among Arab studentsPublication . Sharif-Nia, Hamid; Maroco, J. P.; Rahmatpour, Pardis; Ghahrani, Nassim; Muhammad Ibrahim, Fatima; Mohammad Ibrahim, Maryam; Kaveh, OmolhodaAim Student’ engagement is a predictor of various educational outcomes, and it is a key factor in perceived learning. This study aims to investigate the psychometric properties of University Student Engagement Inventory (USEI) among students of Arab universities. Methods In this cross-sectional methodological study 525 Arab university students participated. Data was collected from December 2020 to January 2021. The confirmatory factor analysis used for construct validity, reliability and Invariance analysis for Sex were evaluated. Results Confirmatory factor analysis indices confirmed the good model fit to the data (CFIscl=0.977, NFIscl=0.974, TLIscl=0.972, SRMR = 0.036, RMSEAscl=0.111, n = 525). All tested models showed strong invariance of the USEI between male and females. There was also evidence of convergent (AVE > 0.7 for all the scales) and discriminant validity (HTMT > 0.75 for all scales). Reliability evidence for the USEI measures in the sample of Arabic students was high (αordinal and ω above 0.86). Conclusion The results of this study support the validity and reliability of the USEI with 15 items and 3 factors and demonstrate the importance of students’ engagement in the learning process, academic progress, and self-directed learning.