Analysis

Engagement vs. Disaffection with Learning is a measure used in the field of education to study the extent to which students actively and positively participate in the learning process, versus the extent to which they feel alienated or disconnected from it. This measure is often based on reports and evaluations provided by both students and educators, in order to investigate the differences and the factors influencing student engagement or disaffection with learning.

Objective

The objective of this specific questionnaire is to understand how students connect with learning and the educational environment. Through this measure, the goal is to assess the degree to which students are enthusiastic, committed, and actively engaged in learning, versus the degree to which they feel alienated, indifferent, or discouraged.

Scoring

The EVDL-24 Questionnaire consists of 24 items rated on a scale from 1 to 4, with 1 = Not at all true and 4 = Very true.

Bibliography

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Skinner, E. A., Kindermann, T. A., & Furrer, C. J. (2009). A motivational perspective on engagement and disaffection: Conceptualization and assessment of children’s behavioral and emotional participation in academic activities in the classroom. Educational and Psychological Measurement, 69(3), 493–525.
Skinner, E. A., Marchand, G., Furrer, C., & Kindermann, T. (2008). Engagement and disaffection in the classroom: Part of a larger motivational dynamic. Journal of Educational Psychology, 100(4), 765–781.
Wellborn, J. G. (1991). Engaged vs. Disaffected Action: Conceptualization and Measurement of Motivation in the Academic Domain. Unpublished doctoral dissertation. Rochester, NY: University of Rochester.
Wellborn, J. G., & Connell, J. P. (1987). Rochester Assessment Package for Schools, Student Report. Unpublished manuscript. Rochester, NY: University of Rochester.