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Abstract
This study explored motivation and engagement among 585 Jamaican middle and high school students. Motivation and engagement were assessed via students’ responses to the Motivation and Engagement Scale. Confirmatory factor analysis (CFA) found satisfactory fit, and by most measures, multigroup CFA demonstrated comparable factor structure for males and females, younger and older students, lower and higher socio-economic groups, and Jamaican students compared with a randomly selected sample of 585 Australian students from a normative archive data set. Correlations with a set of validational factors (e.g., engagement, achievement) were also in line with previous research. Taken together, findings suggest that motivation and engagement instrumentation that has received psychometric support in other national and regional contexts also generalizes to students in an emerging regional context (Jamaica).
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