Student Engagement in School Questionnaire (SESQ)
The SESQ contains four composites (i.e., Student Engagement in the Schools,
Motivational Beliefs, Social-Relatedness Contexts, Student Outcomes). The
survey focused only on the ff: (Affective, Behavioral, and Cognitive)
Studies on SESQ
o LINK 1: https://files.eric.ed.gov/fulltext/EJ934707.pdf
o LINK 2:
https://jewlscholar.mtsu.edu/server/api/core/bitstreams/449d08a9-2a3d-
4d38-9b70-da7aec62a18f/content
This is a questionnaire about students’ perception of their learning experience. Please
answer the questions according to your own experience, thoughts, and feelings. There is
no right or wrong answer to the questions. The answers you provide will be used only for
research purposes and your personal information will be kept confidential.
Part A
How much do you agree that the following statements accurately describe your
learning experience in this semester? Please use the scale below to indicate your
opinions.
Strongly Disagree Disagree Neutral Agree Strongly Agree
1 2 3 4 5
Please circle the number that represents your opinions.
1. I am very interested in learning. 1 2 3 4 5
2. I try hard to do well in school. 1 2 3 4 5
3. I think what we are learning in school is interesting. 1 2 3 4 5
4. In class, I work as hard as I can. 1 2 3 4 5
5. I like what I am learning in school. 1 2 3 4 5
6. When I’m in class, I participate in class activities. 1 2 3 4 5
7. I enjoy learning new things in class. 1 2 3 4 5
8. I pay attention in class. 1 2 3 4 5
9. I think learning is boring. 1 2 3 4 5
10. When I’m in class, I just act like I’m working. 1 2 3 4 5
11. I like my school. 1 2 3 4 5
12. In school, I do just enough to get by. 1 2 3 4 5
13. I am proud to be at this school. 1 2 3 4 5
14. When I’m in class, my mind wanders 1 2 3 4 5
15. Most mornings, I look forward to going to school 1 2 3 4 5
16. If I have trouble understanding a problem, I go 1 2 3 4 5
over it again until I understand it.
17. I am happy to be at this school. 1 2 3 4 5
18. When I run into a difficult homework problem, I 1 2 3 4 5
keep working at it until I think I’ve solved it.
19. I am an active participant of school activities such 1 2 3 4 5
as sport day and school picnic.
197
20. I volunteer to help with school activities such as 1 2 3 4 5
sport day and parent day.
21. I take an active role in extra-curricular activities in 1 2 3 4 5
my school.
Part B
When learning things for school in this semester, how often do you do the following?
Please use the scale below to indicate your answers.
Never Rarely Sometimes Often Always
1 2 3 4 5
1. When I study, I try to understand the material better 1 2 3 4 5
by relating it to things I already know.
2. When I study, I figure out how the information 1 2 3 4 5
might be useful in the real world.
3. When learning new information, I try to put the 1 2 3 4 5
ideas in my own words.
4. When I study, I try to connect what I am learning 1 2 3 4 5
with my own experiences.
5. I make up my own examples to help me 1 2 3 4 5
understand the important concepts I learn from
school.
6. When learning things for school, I try to see how 1 2 3 4 5
they fit together with other things I already know.
7. When learning things for school, I try to 1 2 3 4 5
associate them with what I learnt in other classes
about the same or similar things.
8. I try to see the similarities and differences 1 2 3 4 5
between things I am learning for school and
things I know already.
9. I try to understand how the things I learn in 1 2 3 4 5
school fit together with each other.
10. I try to match what I already know with things I am 1 2 3 4 5
trying to learn for school.
11. I try to think through topics and decide what I’m 1 2 3 4 5
supposed to learn from them, rather than studying
topics by just reading them over.
12. When studying, I try to combine different pieces of 1 2 3 4 5
information from course material in new ways.
Student Engagement Questionnaire (SEQ; Kember & Leung, 2009)
The purposes of Kember et al when they devised this instrument were to: make a
sufficiently rigorous diagnosis to identify the strong and weak points in the teaching-
learning process; return feedback to both teachers and institutions to improve it; for it to
be consistent with the research conducted on the teaching-learning environment; to
collect the necessary constructs to assess it.
The SEQ assesses the behavioral dimension of classroom engagement.
The questionnaire had to cover two main dimensions/theme blocks:
Analyse the capabilities that university students have to acquire during the
process
Assess the learning environment that the teacher creates in class to make it easy to
acquire.
Studies on SEQ
o LINK 1: https://core.ac.uk/download/pdf/32332897.pdf
o LINK 2:
https://www.researchgate.net/publication/327837381_The_dimensional_v
alidation_of_the_Student_Engagement_Questionnaire_SEQ_with_a_Span
ish_university_population_Students'_capabilities_and_the_teaching-
learning_environ-ment
Annexe 1. STUDENT ENGAGEMENT QUESTIONNAIRE (SEQ: Student Engagement
Questionnaire) Kember and Leung (2009)
I disagree
I agree
I cannot decide
dis
gree
I completely a-
I completely
agree
1. I have developed my ability to make judgements about alternative perspectives
2. I have become more willing to consider different points of view
3. I have been encouraged to use my own initiative
4. I have been challenged to come up with new ideas
5. I feel I can take the responsibility of my own learning
6. I have become more confient of my ability to pursue further learning
7. Duringn my time at university, I have learned how to be to be more adaptable
8. I have become more willing to change my views and accept new ideas
9. I have improved my ability to use knowledge to solve problems in my field of
study
10. I am able to bring information and different ideas to solve problems
11. I have developed the ability to efficiently communicate with others
12. In my time at university I have improved my ability to convey ideas
13. I have learned to be an effective team or group member
14. I feel confident about the way I deal with a wide range of people
15. I feel confident in using computer applications ehen necessary
16. I have learned more about using computers for presenting information
17. Our teaching staff use a variety of teaching methods
18. Students are given the chance to participate in classes
19. The teaching staff try hard to help us understand the course material
20. The course design helps us to understand the course content
21. When I have difficulty with learning materials, I find the explanations
provided by the teaching staff useful
22. There is sufficient feedback on activities and assignments to ensure that we
learn from the work we do
23. The program uses a variety of assessment methods
24. To do well in assessment in this programa your need to have good analysis
skills
25. The assessment tested our understanding of key concepts in this program
26. The communication between teaching staff and students is good
27. I find teaching staff helpful when asked questions
28. I manage to complete the requirements of the program without feeling unduly
stressed
29. The amount of work we are expected to do is quite reasonable
30. I feel a strong sense of belonging to my class group
31. I frequently work together with other in my classes
32. I have frequently discussed ideas from courses with students out-of-class
33. I have found that discussing course material with other students outside
classes has helped me to reach a better understanding of the material
34. I can see how courses fitted together to make a coherent program of study for
my major
35. The program of study for my major was well integrated
Behavioral Engagement Questionnaire (BEQ)
In the current study I focused on two of the three needs and hypothesized that
otherwise able children will disengage from school if their competence or
autonomy needs are unfulfilled despite having high achievement.
Miserandino’s BEQ, which is based on Wellborn’s (1991) items and
conceptualization of behavioral engagement, is a 32-item instrument that is
typically used with elementary grade students, though it has also been used with
middle school and high school students (Jang, Reeve, Ryan, & Kim, 2009).
It assesses 7 aspects of behavioral engagement
Children were asked to rate all items on a 4-point Likert-type scale (1 = not at all,
2 = not very true, 3 = sort of true, 4 = very true).
BEQ
o LINK 1: https://core.ac.uk/download/pdf/32332897.pdf
o LINK 2:
https://drive.google.com/file/d/1_AtDe5OA7s7HpjckoUQBhy97hUyxG14
9/view?usp=sharing
1 2 3 4
1. Involved
I listen carefully in class
I try very hard in school
The first time my teacher talks about a new topic I listen very
carefully
I work hard when we start something new in class
I pay attention in class
When I have a hard question or problem in class, I don't even try
When I'm in class, I just act like I'm working
1 2 3 4
2. Persisting
If a problem is really hard, I keep working at it
If I can't get a problem right the first time I just keep trying
If I can't think of the answer to a question, after a minute it comes to
me
I really concentrate when my teacher presents new material
When I have trouble with a problem, I usually get it right in the end
When I get stuck on a question, I can usually get it
I pay attention when we start a new subject
1 2 3 4
3. Avoiding
If I run into a difficult question, I'll probably get it wrong
If a problem is really hard, I'll probably miss it
When I have a hard problem on a test, I skip it
When I have a hard problem on a test, I won't figure out the answer
When we begin a new topic, I have trouble concentrating
If a problem is really hard, I just quit working on it
1 2 3 4
4. Ignoring
When we start something new, I practically fall asleep
When I'm in class, I usually think about other things
My mind wanders when my teacher starts a new topic
I never seem to pay attention when we start a new subject
1 2 3 4
5. Helpless
When I come to a problem that I can't solve right away, I just give up
When I can't solve a problem right away, I won't figure it out
When I have a hard question or problem in class, I just don't quit
1 2 3 4
6. Participating
I participate when we discuss new material
I participate when we discuss new material
1 2 3 4
7. Concentrating
When I come to a problem I can't solve right away, I usually figure it
out in the end
When I'm in class, time goes by really slowly
When I run into a difficult question, I try even harder
1 2 3 4
1. Curiosity
When I'm doing my work in class, I feel interested.
When I'm working on my classwork, I feel relaxed7
When I'm doing my work in class, I feel comfortable
When my teacher first explains new material, I feel relaxed
When I'm in class, I feel good
When my teacher first explains new material, I feel great
1 2 3 4
2. Anxiety
When my teacher first explains new material, I feel scared
When I'm in class, I feel unhappy
When I'm in class, I feel sad
1 2 3 4
3. Anger
When I can't solve a question or problem in class, I feel worried
When I can't solve a question or problem in class, I feel mad
When I can't solve a question or problem in class, I feel angry
When I can't solve a question or problem in class, I feel anxious
1 2 3 4
4. Enjoyment
When I'm in school, I feel happy
When I'm in school, I feel fine
When we start something new, I feel interested
When I'm in school, I feel bad
When I'm in school, I feel terrible
1 2 3 4
5. Boredom
When I'm in school, I feel terrible
When my teacher first explains new material, I
feel bored
When I'm working on my classwork, I feel
sleepy
When we start something new in school, I feel
tired
When I'm working on my classwork, I feel
involved
