The Journey of Schools as Learning Communities for Inclusion

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Higher education student engagement in the academic community: clarifying the concept and proposing a short measure

Publication . Veiga, Feliciano Henriques; Wong, Zi Yang; Veiga, Francisco M.; Seabra, Filipa; Festas, I.; Faria, L.; Forno, Letícia F.; Martínez, Isabel

Background: Engagement in the academic community is increasingly recognized as a crucial aspect of students’ social integration in higher education, with implications for persistence, academic success, and wellbeing. However, its assessment remains problematic, as existing instruments often blur the distinction between community engagement and learning engagement, obscuring their distinct predictive value. Objectives: The primary objectives of this research were to clarify the construct of student engagement in the academic community and, in doing so, to develop and validate a short measure that encompasses proactive engagement beyond the three traditional dimensions: identity with the academy, relational, and participatory engagement. Methods: To achieve this second objective, two empirical studies were conducted. Study 1 involved developing the “Higher Education Student Engagement in the Academic Community: A Short Scale” via an exploratory factor analysis. Study 2 examined the scale’s reliability and validity through confirmatory factor analysis. Results: The results supported the four-dimensional structure of the new scale, confirming its robust psychometric properties and practical utility. Conclusion: These findings hold significant implications for educators and researchers alike. The research also addresses its limitations, highlights the advantages of utilizing this short scale, and suggests future investigation.

2026Artigo científico

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Palavras-chave

Learning Communities,Communities of Practice,Diversity,Inclusion, Social sciences

Entidade financiadora

Fundação para a Ciência e a Tecnologia, I.P.

Programa de financiamento

Concurso de Projetos IC&DT em Todos os Domínios Científicos

Número da atribuição

PTDC/CED-EDG/4650/2021