Validity of Single-Item Self-Report Measure of Learning Engagement

Interest in learning engagement of children and university students is constantly growing since 1960s. It resulted in plurality of theories conceptualizing the phenomenon and tools created to measure it. Moreover, studies about learning engagement are often conducted on large samples with multiple measurement in different time periods and multiplicity of other traits measured at the same time. Therefore, valid, reliable, and short tools, which would significantly reduce time needed to fulfil questionnaire and fatigue of participants, are especially desired. Aim of the present study was to provide support for the validity of the single-item, self-report measure of learning engagement. Study was conducted among 235 students from University of Gdańsk, 197 females (83.8%), 35 men (14.9%) and three persons did not state gender (1.3%). Participants were from different faculties, courses of study, years and modes of study. Mean age was 20.46 years (SD = 1.37). The obtained data on the validity provided initial support for the construct validity of the measure. Existing research indicate that application of single-item scale can be a promising alternative for a multi-item and multidimensional scales in situations, where quick and easy measurement of learning engagement is needed.