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Table 1 Self-report surveys used for measuring student engagement in health professions education

From: Measurement of student engagement in health professions education: a review of literature

Name of the instrument

Underlying theoretical perspective-model

Dimension(s) of engagement

Number of items

Grain size of measurement

Measurement setting

References

Self-reports measuring one dimension

 Situational cognitive engagement questionnaire

Psychological-Flow theory a

Cognitive

4 items

Learning activity

Face-to-face (PBL, TBL)

[14, 15]

 Learners’ Engagement and Motivation Questionnaire

Psychological-Flow theory

Cognitive

6 items

Learning activity

Multimedia learning

[16]

Self-reports measuring two dimensions

 User Engagement Scale-20 (UES-20)

Psychological-Flow theory

â–ª Cognitive

â–ª Emotional

20 items

Learning activity

e-learning resources

[17]

 User Experience Questionnaire (UX questionnaire)

Psychological-Flow theory

â–ª Cognitive

â–ª Emotional

8 items

Learning activity

Immersive virtual learning

[18]

Self-reports measuring three dimensions

 Utrecht Work Engagement Scale (UWES)

Psychological-Schoolwork engagement model

â–ª Cognitive

â–ª Emotional

â–ª Behavioral

3, 9, 14, & 15 items

â–ª Course

â–ª Program

Face-to-face

[19,20,21,22,23,24,25,26,27,28,29]

 University Student Engagement Inventory (USEI)

Psychological-Engagement as a meta-construct

â–ª Cognitive

â–ª Emotional

â–ª Behavioral

15 items

â–ª Program

â–ª University

Face-to-face

[30,31,32]

 Classroom Engagement Survey (CES)

Psychological-Engagement as a meta-construct

â–ª Behavioral

â–ª Emotional

â–ª Cognitive

8 items

Learning activity

Face-to-face—classroom

[33,34,35]

 TEL engagement scale

Psychological-Engagement as a meta-construct

â–ª Satisfaction (Emotional)

â–ª Goal setting & planning (Cognitive)

â–ª Physical interaction (behavioral)

19 items

Learning activity

Online learning (TEL resources)

[36]

Self-reports measuring four dimensions

 Online Student Engagement Scale (OSE)

Psychological-Engagement as a meta-construct

â–ª Skills (Cognitive)

â–ª Emotional

â–ª Participation (Behavioral)

â–ª Performance

19 items

Course

Online learning

[37,38,39,40]

 College students’ learning engagement scale in cyberspace

Psychological-Engagement as a meta-construct

â–ª Cognitive

â–ª Emotional

â–ª Behavioral

â–ª Interactive

19 items

Course

Online learning

[41]

Self-reports measuring student engagement at the institutional level

 National Survey for Student Engagement

Behavioral perspective

â–ª Cognitive

â–ª Behavioral

â–ª Agentic

â–ª Sociocultural

≈ 80 items b

Program

Face-to-face

[42,43,44,45,46,47]

Self-reports measuring student engagement as partners

 Educational student engagement scale

Sociocultural perspective – Positioning theory & CoPc

Agentic

6 items

Program

Face-to-face

[48]

  1. a Flow theory is applied to one of the four items only
  2. b Institutions may also add optional or customizable items to tailor the survey to their specific needs
  3. c CoP = Community of Practice