Amy L Reschly
Biographic Data
| ID | 6517537 |
|---|---|
| NAME | Amy L Reschly |
| GIVEN NAMES | Amy L |
| FAMILY NAME | Reschly |
| SIGNATURE | RESCHLY A L |
| AFFILIATIONS | University of Georgia |
| ORCID | 0000-0001-9379-162X |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 1 |
A Preliminary Examination of Student Engagement Before and During Covid-19 in the U.S
The role of high school student engagement in postsecondary enrollment
The purpose of this study was to examine whether secondary student engagement was predictive of college attendance. Data were drawn from the High School Longitudinal Study of 2009 9th grade ( n = 21,444) and 11th grade ( n = 20,549) cohorts. Multilevel modeling was used to analyze whether demographic, academic, financial, and engagement variables predicted postsecondary enrollment. Demographic (higher SES, attending a Catholic or private school) …
Measuring the Engagement of College Students: Administration Format, Structure, and Validity of the Student Engagement Instrument–College
This study evaluated the psychometric properties of the Student Engagement Instrument–College version (SEI–C) with college students in the southeastern United States. Participants self-selected paper-and-pencil or online administration. Confirmatory factor analysis revealed a modified 5-factor structure. Measurement invariance of the modified 5-factor structure of the SEI–C was assessed across the paper-and-pencil and online samples. Full configu…
Handbook of Research on Student Engagement
Jingle, Jangle, and Conceptual Haziness: Evolution and Future Directions of the Engagement Construct
Engagement as flourishing: The contribution of positive emotions and coping to adolescents' engagement at school and with learning
Fredrickson's (1998, 2001) broaden and build theory postulates that the experience of frequent positive emotions serves to broaden humans' thoughts and behaviors, resulting in accrual of resources, including coping resources, which catalyze upward spirals toward future well‐being. Initial research supports the tenets of broaden and build; however, few if any, studies have examined this theory with children or adolescents, particularly in the cont…
Measuring cognitive and psychological engagement: Validation of the Student Engagement Instrument
Measuring the Engagement of College Students: Administration Format, Structure, and Validity of the Student Engagement Instrument–College
This study evaluated the psychometric properties of the Student Engagement Instrument–College version (SEI–C) with college students in the southeastern United States. Participants self-selected paper-and-pencil or online administration. Confirmatory factor analysis revealed a modified 5-factor structure. Measurement invariance of the modified 5-factor structure of the SEI–C was assessed across the paper-and-pencil and online samples. Full configu…
Measuring cognitive and psychological engagement: Validation of the Student Engagement Instrument
Engagement as flourishing: The contribution of positive emotions and coping to adolescents' engagement at school and with learning
Fredrickson's (1998, 2001) broaden and build theory postulates that the experience of frequent positive emotions serves to broaden humans' thoughts and behaviors, resulting in accrual of resources, including coping resources, which catalyze upward spirals toward future well‐being. Initial research supports the tenets of broaden and build; however, few if any, studies have examined this theory with children or adolescents, particularly in the cont…
Handbook of Research on Student Engagement
Jingle, Jangle, and Conceptual Haziness: Evolution and Future Directions of the Engagement Construct
Measuring the Engagement of College Students: Administration Format, Structure, and Validity of the Student Engagement Instrument–College
This study evaluated the psychometric properties of the Student Engagement Instrument–College version (SEI–C) with college students in the southeastern United States. Participants self-selected paper-and-pencil or online administration. Confirmatory factor analysis revealed a modified 5-factor structure. Measurement invariance of the modified 5-factor structure of the SEI–C was assessed across the paper-and-pencil and online samples. Full configu…
The role of high school student engagement in postsecondary enrollment
The purpose of this study was to examine whether secondary student engagement was predictive of college attendance. Data were drawn from the High School Longitudinal Study of 2009 9th grade ( n = 21,444) and 11th grade ( n = 20,549) cohorts. Multilevel modeling was used to analyze whether demographic, academic, financial, and engagement variables predicted postsecondary enrollment. Demographic (higher SES, attending a Catholic or private school) …
A Preliminary Examination of Student Engagement Before and During Covid-19 in the U.S
Psychology (7 works) · Student engagement (7 works) · Mathematics education (6 works) · Early Childhood Education and Development (5 works) · Youth Development and Social Support (4 works) · Clinical Psychology (3 works) · Cognition (2 works) · Computer Science (2 works) · Confirmatory factor analysis (2 works) · Construct (python library) (2 works)