Background Engagement in the academic community is increasingly recognized as a crucial aspect of students' social integration in higher education, with implications for persistence, academic success, and wellbeing. However, its assessment remains problematic, as existing instruments often blur the distinction between community engagement and learning engagement, obscuring their distinct predictive value. Objectives The primary objectives of this research were to clarify the construct of student engagement in the academic community and, in doing so, to develop and validate a short measure that encompasses proactive engagement beyond the three traditional dimensions: identity with the academy, relational, and participatory engagement. Methods To achieve this second objective, two empirical studies were conducted. Study 1 involved developing the “Higher Education Student Engagement in the Academic Community: A Short Scale” via an exploratory factor analysis. Study 2 examined the scale's reliability and validity through confirmatory factor analysis. Results The results supported the four-dimensional structure of the new scale, confirming its robust psychometric properties and practical utility. Conclusion These findings hold significant implications for educators and researchers alike. The research also addresses its limitations, highlights the advantages of utilizing this short scale, and suggests future investigation.
Veiga et al. (Wed,) studied this question.