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Abstract
Post-secondary attainment bears personal, professional, and psychological implications for both the degree holder and their communities. To promote post-secondary achievement and graduation, research must better understand the factors impacting the decision to leave or dropout of college. Of the many factors associated with dropout, student engagement is a theoretical metaconstruct associated with a variety of positive outcomes across all levels of schooling, such as academic achievement, on-time graduation, and post-secondary enrollment and persistence. Strong psychometrically sound measures will allow better identification of at-risk undergraduate students and allow universities to directly address factors leading to dropout and increase retention rates. Few psychometrically sound measures exist for the evaluation of individual reports of student engagement in college. Two self-report measures were examined using undergraduate students at a large public university. Evidence regarding internal consistency, convergent and divergent validity, and reliability of the MES-UC and SEI-C were assessed in the current study.