<p>Siufong Acón Araya:<br> <br> I believe that you would serve as an excellent reviewer of the manuscript, "The Student School Engagement Survey (SSES): A measure of emotional, cognitive, and behavioral engagement?," which has been submitted to Revista Interamericana de Psicologia Interamerican Journal of Psychology. The submission's abstract is inserted below, and I hope that you will consider undertaking this important task for us.<br> <br> Please log into the journal web site by 2019-06-06 to indicate whether you will undertake the review or not, as well as to access the submission and to record your review and recommendation.<br> <br> The review itself is due 2019-06-27.<br> <br> Submission URL: <a href='https://journal.sipsych.org/index.php/IJP/reviewer/submission?submissionId=922&reviewId=475&key=cvF4r5S3' class='submissionReviewUrl-style-class'>https://journal.sipsych.org/index.php/IJP/reviewer/submission?submissionId=922&reviewId=475&key=cvF4r5S3</a><br> <br> Thank you for considering this request.<br> <br> Dr. Edil Torres Rivera<br>South University<br>ripeditor007@gmail.com<br> <br> <br> <br> "The Student School Engagement Survey (SSES): A measure of emotional, cognitive, and behavioral engagement?"<br> <br> Abstract</p>
<p>The Student School Engagement Survey (SSES; National Center for School Engagement, 2006) is a good candidate for the assessment of student engagement. It is one of few instruments specifically designed to measure the behavioural, emotional and cognitive components of engagement. There has, however, yet to be a validation of its factorial structure. We addressed this shortcoming with a large sample (<em>N</em> = 4,925) of 7<sup>th</sup> and 10<sup>th</sup> grade students. We tested factorial structure using exploratory and confirmatory factor analyses and both championed a two- rather than three-factor structure. One factor reflected behavioral engagement. The second reflected a general subjective engagement. Both subscales showed excellent reliability. This model had scalar invariance across gender and metric invariance across school grade. Structural Equation Modelling showed that behavioral engagement was predictive of exam performance. While the SSESS appears to be a reliable and valid measure, further development is required in order to fully capture the unique dimensions of behavioral, cognitive, and emotional engagement.</p>
<p>&nbsp;</p><br/>The following message is being delivered on behalf of Interamerican Journal of Psychology.
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