Year: 2024
Type: article
Abstract: This study developed and validated the Interpreting Learning Engagement Scale (ILES), which was designed to measure the engagement of students in the interpreting learning context. Recognizing the crucial role of learning engagement in academic success and the acquisition of interpreting skills, which demands considerable cognitive effort and active involvement, this research addresses the gap in empirical studies on engagement within the field of interpreting. The ILES, comprising 18 items across four dimensions (behavioral, emotional, cognitive, and agentic engagement), was validated with data collected from a cohort of 306 students from five universities in China. The study employed exploratory and confirmatory factor analyses to establish the scale's theoretical underpinnings and provided further reliability and validity evidence, demonstrating its adequate psychometric properties. Additionally, the scale's scores showed a significant correlation with grit, securing the external validity of the ILES. This study not only contributes a validated instrument for assessing student engagement in interpreting learning but also provides implications for promoting engagement through potential interventions, with the ultimate aim of achieving high levels of interpreting competence.
Source: Behavioral Sciences
DOI: 10.3390/bs15010016
Authors: Wenting Yu, Chenggang Wu
Institution: Shanghai International Studies University
Language: English
Subfield: Experimental and Cognitive Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: gold
Estimated APC paid: $2,501
OpenAlex ID: W4405945184