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Regular version of the site

School engagement scale

School engagement is a multifaceted construct that has implications to both research and practice [8]. Engaged children become professionally successful and well-adjusted adults [46]. Professionally successful adults become the cognitive capital of a nation. Thus, it is in the interest of advance nations to better understand school engagement. Practically, we provide the first indices on school engagement in children as young as six years, which is important for future studies in establishing the trajectory of school engagement across development. Further, we provide a psychometrically validated scale in Russian, which is derived from an established scale already used by various other non-English speaking countries. This contribution is fundamental for studies across different language backgrounds and cultures; as well as among the 15 counties in the world who have Russian as a main language. Furthermore, clinical or educational psychologists can use this scale as a tool for detecting underlying factors associated with difficulties in schools and drop-out tendencies.

We tested the psychometric properties of a tri-factor scale examining school engagement in elementary school children. The final 13-item version of the SEC-RU scale showed adequate validity and reliability indices in the Russian sample. The three outstanding advantages of the SEC-RU are (a) it is short and parsimonious for measuring the three generally accepted dimensions of the student engagement in school, (b) it is self-administrated to children as young as six years and (c) it is useful for group testing in educational and school settings. Overall, this short scale fulfills psychometric characteristics for school engagement measurements in Russian and provides a fast, easy, and useful instrument for clinical practitioners and educational settings.

More details about the scale can be found in the article (Charkhabi et al., 2019).

School Engagement for Children in Russia (SEC-RU)

Adapted from: Fredricks et al., 2005.

Responses are rated using a 5-point Likert scale (1 = never, 2 = on occasion, 3 = some of the time, 4 = most of the time, 5 = all of the time).
Behavioral: items 1-4; Emotional: items 5-10; Cognitive: items 11-15. 


I pay attention in class.

Я внимателен в классе.



When I am in class I just act as if I am working.

На уроках я делаю задания.



I follow the rules at school.

Я соблюдаю школьные правила.



I get in trouble in school.*

Я могу получить замечание в школе из-за поведения.



I feel happy in school.

В школе мне хорошо.



I feel bored in school.*

В школе мне скучно.



I feel excited by the work in school.

Мне нравится учеба в школе.



I like being in school.

Мне нравится быть в школе.



I am interested in the work at school.

Мне интересно выполнять задания в классе.



My classroom is a fun place to be.

Мне весело в классе.



I study at home even when I don’t have a test.

Я занимаюсь дома, даже когда знаю, что никто не будет проверять меня.



I try to watch TV shows about things we are doing at school.

Я смотрю передачи, связанные с учебой.



I check my schoolwork for mistakes.

После того, как я сделал мое домашнее задание, я проверяю нет ли ошибок.



I read extra books to learn more about things we do in school.

Мне нравится читать книги про то, что мы проходим в школе.






If I don’t know what a word means when I am reading, I do something to figure it out, like look it up in the dictionary or ask someone.

Когда я читаю, я спрашиваю у взрослых, что означают незнакомые слова.


* Reversed items.



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