The ACE-HE measurement model of affective, behavioral, and cognitive engagement fits online/blended survey data well¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person · recheck by 2026: tool and model accuracy changes quickly

Subclaims¶

q3 i? A confirmatory factor analysis of the three-dimension academic engagement model met all fit-statistic cutoffs (CFI 0.966, TLI 0.956, RMSEA 0.067, SRMR 0.024), supporting the ACE framework's ABC structure. → Graham 2023

Evidence¶

Graham 2023¶

Graham, C., Borup, J., Tuiloma, S., Martínez Arias, A., Parra Caicedo, D., Larson, R. (2023). Institutional support for Academic Engagement in online and blended learning environments: Exploring affective, behavioral, and cognitive dimensions. Online Learning, 27(3), 4-40. https://doi.org/10.24059/olj.v27i3.4001

q3 · i? · the article prints no effect size for this finding · associational · r2

Confirmatory factor analysis of survey responses from 1,253 students at a Colombian university tested the ACE-framework engagement model. Table 6 reports CFI 0.966, TLI 0.956, RMSEA 0.067, SRMR 0.024, all meeting cutoffs; the authors call this "a defensible way to reproduce the covariance matrix of the data."

"We then ran the CFA for the model, and it met the cutoffs for all of the fit statistics as can be seen in Table 6. This means that this model is a defensible way to reproduce the covariance matrix of the data."

Discussion¶

Related Claims¶

• The ACE-HE measurement model of institutional support for ABC engagement also fits the data well — related
• Only support for affective engagement predicts its matching engagement dimension; behavioral and cognitive support do not, contradicting the ACE framework's alignment — related
• Overall institutional support for academic engagement has an extremely strong positive relationship with overall academic engagement — related
• Blended Learning Improves Outcomes — related
• The three-dimension instructional design competence model fits the empirical data acceptably in CFA — related
• Student engagement with WCF is the current research hotspot, with engagement analyzed as cognitive, affective and behavioral dimensions — related
• Both scales showed acceptable-to-good confirmatory factor fit in this sample — related
• The self-report measure supports a refined 13-item, four-factor model with good fit — related
• Confirmatory factor analysis on FICSMath data confirms the 4C/ID Model's four components fit secondary-tertiary mathematics instructional experiences (CFI = 0.907, RMSEA = 0.050) — related
• Global-fit evidence does not clearly favor unidimensional over multidimensional academic resilience measurement models, as fit-index pass rates diverge by index — related
• A confirmatory factor analysis on a new sample confirms the three-factor structure with acceptable model fit and moderate convergent validity — related