Description of the Questionnaire

The “Engagement vs. Disaffection with Learning” questionnaire is based on the theoretical framework by Skinner, Kindermann, and Furrer (2009) and aims to measure the degree to which students are engaged or disengaged in the learning process. It includes two main dimensions: Engagement (Behavioral and Emotional) and Disaffection (Behavioral and Emotional). These dimensions help diagnose students’ internal attitudes toward learning, aiming to understand and improve the educational experience.

Objective

The objective of the questionnaire is to record the level of active participation or disengagement of students during the learning process. It also aims to enhance understanding of the factors that support or hinder motivated learning and to support educational intervention through reliable data collection.

Data Analysis and Use

Responses are analyzed using a quantitative method. Mean scores are calculated separately for each subscale (Behavioral Engagement, Emotional Engagement, Behavioral Disaffection, Emotional Disaffection). The data can be compared by gender, age, school level, or school. Statistical software such as SPSS, Excel, or JASP can be used to analyze correlations and factor structures.

Questionnaire

Participants are asked to respond to the following statements by selecting their level of agreement on the following scale: 1 = Strongly Disagree, 2 = Disagree, 3 = Neither Agree nor Disagree, 4 = Agree, 5 = Strongly Agree.
Behavioral Engagement: 1. When we work in class, I try to do my best. 2. I pay attention when the teacher is explaining. 3. I work seriously when we are assigned tasks. 4. I keep trying even when something is difficult.
Emotional Engagement: 5. I enjoy learning new things at school. 6. I enjoy classroom activities. 7. I feel excited when I understand something difficult. 8. I feel happy when I participate in the lesson.
Behavioral Disaffection: 9. When we have an activity, I act like I’m working but don’t really try. 10. I often stop trying if something is difficult. 11. I don’t actively participate in group work. 12. I look around or do something else during the lesson.
Emotional Disaffection: 13. I often feel bored during the lesson. 14. I feel angry or frustrated when I don’t understand something. 15. I’m not interested in what is being discussed in class. 16. School makes me feel stressed.

Scoring

High values (4 or 5) in the Engagement subscales indicate a positive learning attitude. In contrast, high values in the Disaffection subscales suggest signs of lack of motivation or detachment from the learning process. The results can be used for diagnosis on an individual level or for group analysis at the class or school level.

Bibliography

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. Educational and Psychological Measurement, 69(3), 493–525.
Fredricks, J. A., Blumenfeld, P. C., Friedel, J., & Paris, A. (2005). School engagement. In K.A. Moore & L.H. Lippman (Eds.), What do children need to flourish? (pp. 305–321). Springer.
Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85(4), 571–581.