Scale Analysis

The School Engagement Scale is a tool used in the field of education to measure students’ level of participation and commitment to school and school-related activities. It typically consists of a set of questions or declarative statements that assess students’ involvement, interest, and participation in school life. The information covered by the School Engagement Scale may include aspects such as classroom attendance, participation in extracurricular activities, active involvement in lessons and other school functions, and overall attitude toward school and learning.

Purpose

The purpose of this scale is to provide a framework for measuring students’ engagement and committed interest in school life. Through the use of this scale, educators, researchers, and other stakeholders can assess the degree of student involvement and commitment within the school environment.

Scale Scoring

The SES-8 Scale consists of 8 items, which are answered using the following options:
1 = Always, 2 = Usually, 3 = Quite Often, 4 = Rarely, 5 = Never, 6 = I never encountered this issue.

References

Dornbusch, S., & Steinberg, L. (1990). Measures of school engagement. Unpublished manuscript, Philadelphia, PA: Temple University Department of Psychology.
Kenny, M., Blustein, D., Chaves, A., Grossman, J., & Gallagher, L. (2003). The role of perceived barriers and relational support in the educational and vocational lives of urban high school students. Journal of Counseling Psychology, 50, 142–155.
Perry, J. (2008). School engagement among urban youth of color: Criterion pattern effects of vocational exploration and racial identity. Journal of Career Development, 34(4), 397–422.
Sparks, E. Evaluation Plan (for Tools for Tomorrow). Boston College. Retrieved October 12, 2009, from http://www2.bc.edu/~blusteid/evaluationplanliz.pdf
Steinberg, L. (1996). Beyond the Classroom: Why School Reform Has Failed and What Parents Need to Do. New York: Simon & Schuster.
Taylor, R., Casten, R., Flickinger, S., Roberts, D., & Fulmore, C. (1994). Explaining the school performance of African-American adolescents. Journal of Research on Adolescence, 4(1), 21–44.
Wettersten, K. B., Gulmino, A., Herrick, C. G., Hunter, P. J., Kim, G. Y., Jagow, D., Beecher, T., Faul, K., Baker, A. A., Rudolph, S. E., Ellenbecker, K., & McCormick, J. (2005). Predicting educational and vocational attitudes among rural high school students. Journal of Counseling Psychology, 52(4), 658–663.