Development and Validation of Student Classroom Emotional Engagement Scale(CEES)
Most of the existing classroom emotional engagement scales(CEES)focus on students'emotional states but ignore the dynamic process of students'emotional regulation of themselves and the learning community,which leads to limitations in the accuracy of classroom emotional engagement measurement.In this study,we analyzed the connotation of emotional engagement in the classroom,paid attention to the dialectical relationship between"state and regulation"and"individual and commu-nity,"and constructed a more comprehensive scale of students'emotional engagement in the classroom from the three dimensions of emotional state,emotional self-regulation and emotional co-regulation,and conducted a systematic psychometric trait test.A systematic test of psychometric properties was conducted.The study utilized various reliability and validity analyses and proved that the CEES has a robust factor structure,a reasonable distribution of factor scores,good reliability,convergent validity,discriminant validity,structural validity,and calibration validity,and can be used as a reliable tool for the investigation of classroom affective engagement in primary and secondary schools and for classroom teaching management.
classroom engagementemotional engagementscale development
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