Dimensions of Academic Engagement Among TVL Students: An Exploratory Factor Analysis

This study identified the underlying dimensions of academic engagement among TVL students by developing and validating a 60-item researcher-made scale. Using a quantitative design and an Exploratory Factor Analysis (EFA), data were collected from 300 respondents selected via simple random sampling. The Kaiser-Meyer-Olkin value of 0.90 and the significant Bartlett's Test of Sphericity confirmed the suitability of the dataset for factor extraction. Results revealed ten distinct factors with eigenvalues greater than 1.00, accounting for 72.238% of the total variance. All items met the minimum loading requirement, indicating strong factorial validity. The extracted factors reflected multiple dimensions of engagement, including behavioral involvement, collaboration, autonomous learning, practical application, reflective processes, academic responsibility, and disengagement indicators. These findings supported the theoretical foundations of the study, including Social Cognitive Theory, Student Involvement Theory, and multidimensional engagement frameworks. The study concluded that academic engagement among TVL students is complex and multidimensional, offering a comprehensive basis for creating an alternative measurement scale. The validated structure provides meaningful insights for educators, administrators, and curriculum planners in designing interventions that strengthen student engagement within technical-vocational contexts.