Although the concept of school engagement figures prominently in most school dropout theories, there has been little empirical research conducted on its nature and course and, more importantly, the association with dropout. Information on the natural development of school engagement would greatly benefit those interested in preventing student alienation during adolescence. Using a longitudinal sample of 11,827 French-Canadian high school students, we tested behavioral, affective, cognitive indices of engagement both separately and as a global construct. We then assessed their contribution as

This paper describes an effort to develop a survey instrument capable of measuring important aspects of adolescents’ experiences of interest-related pursuits that are supported by technology. The measure focuses on youths’ experiences of connected learning (Ito et al. in Connected learning: an agenda for research and design. Digital Media and Learning Research Hub, Irvine, 2013), an emerging model of learning across settings supported by digital media. Specifically, the instrument aims to measure the depth with which youth are able to engage in an interest-related pursuit, the level of support

BACKGROUND If we are to effect change in teacher practices and decision making regarding instruction, college preparation, and career success in engineering, then knowledge of teachers’ beliefs and expectations about engineering needs to be understood. PURPOSE(HYPOTHESIS) The primary purpose was to develop a statistically reliable survey instrument to document teachers’ beliefs and expectations about pre-college engineering instruction, college preparation, and career success in engineering, called the Engineering Education Beliefs and Expectations Instrument (EEBEI), and to compare teachers’

Students’ motivational beliefs and self‐regulatory practices have been identified as instrumental in influencing the engagement of students in the learning process. An important aim of science education is to empower students by nurturing the belief that they can succeed in science learning and to cultivate the adaptive learning strategies required to help to bring about that success. This article reports the development and validation of an instrument to measure salient factors related to the motivation and self‐regulation of students in lower secondary science classrooms. The development of

This pdf contains the following 2015 survey instruments:- Student- Instructor- Judge/Volunteer- Parent

The Common Instrument is a survey for youth 10 years or older that includes 10 self-report items to assess child and adolescent interest and engagement in science. The Common Instrument is simple and quick to administer, easy to receive feedback on, and useable for pre-post analysis.

The Dimensions of Success observation tool, or DoS, defines twelve indicators of STEM program quality in out-of-school time (e.g., afterschool, summer camps, etc.). It was developed and studied with funding from the National Science Foundation (NSF) by the Program in Education, Afterschool and Resiliency (PEAR), along with partners at Educational Testing Services (ETS) and Project Liftoff. The DoS tool allows researchers, practitioners, funders, and other stakeholders to track the quality of STEM learning opportunities and to pinpoint strengths and weaknesses.

The Computing Attitudes Survey (CAS) is an extension of the Colorado Learning Attitudes about Science Survey and measures novice-to-expert attitude shifts about the nature of knowledge and problem solving in computer science. It has five subscales related to different facets of attitudes measured on the survey (transfer, personal interest, problem solving strategies, real world connections, and fixed mindset). Validity and reliability of the CAS has been evaluated with first-year undergraduate students in a variety of classes for both majors and non-majors in computing fields at multiple institutions.

Computer Attitude Questionnaire (CAQ) is a 65-item Likert instrument for measuring middle school students' attitudes on all Young Children's Computer Inventory subscales plus computer anxiety. The paired-comparisons portion of the Young Children's Computer Inventory is also included on the instrument. CAQ v5.14 4-point scale is recommended for grades 4-8.CAQ v5.22 5-point version is available for high school use; includes all other areas on the CAQ plus a classroom E-mail subscale.Authors provide reliability information.

The Climate Change Attitude Survey is composed of 15 Likert-type attitudinal items selected to measure students’ beliefs and intentions toward the environment with a focus on climate change.