Student's Achievement-Relevant Actions in the Classroom (SARAC)
A Teacher-Report and a Self-report Measure of
Student Engagement vs. Disaffection in School
James G Wellborn and James P. Connell
Engagement-Behavior
1. When we start something new in class, this student participates in discussions.
2. In my class, this student works as hard as he/she can.
3. When I explain new material, this students listens carefully.
4. In my class, this student does more than required.
Disaffection Behavior
5. When we start something new in class, this student doesn't pay attention.
6. When we start something new in class, this student thinks about other things.
7. In my class, this student does just enough to get by.
8. In my class, this student comes unprepared.
Engagement Emotion
9. When we start something new in class, this student is enthusiastic.
10. When working on classwork in my class, this student appears involved.
11. When working on classwork in my class, this student seems to feel good.
12. In my class, this student seems interested.
Disaffection- Emotion
13. When working on classwork in my class, this student appears worried.
14. In my class, this student is anxious.
15. In my class, this student seems unhappy.
16. When I explain new material, this student doesn’t seem to care.
17. In my class, this student is angry.
18. When working on classwork in my class, this student appears frustrated.
19. When we start something new in class, this student seems restless.
20. When working on classwork in my class, this student seems uninterested.
Re-engagement (Optional)
1. When faced with a difficult problem or assignment in my class, this student “attacks” it.
2. When this student doesn’t do well on a test or assignment in my class, he/she works harder
next time.
3. When faced with a difficult problem or assignment in my class, this student just keeps trying.
4. When this student doesn’t do well on a test or assignment in my class, he/she bounces back.
5.
6.
7.
8.
When faced with a difficult problem or assignment in my class, this student gives up quickly.
When faced with a difficult problem or assignment in my class, this student doesn’t even try.
When this student doesn’t do well on a test or assignment in my class, he/she is devastated.
When this student doesn’t do well on a test or assignment in my class, he/she gets depressed.
9. When faced with a difficult problem or assignment in my class, this student becomes
frustrated.
10. When faced with a difficult problem or assignment in my class, this student gets angry.
11. When this student doesn’t do well on a test or assignment in my class, he/she gets angry.
12. When this student doesn’t do well on a test or assignment in my class, he/she feels terrible.
References
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, 571-581.
Skinner, E. A., Zimmer-Gembeck, M. J., & Connell, J. P. (1998). Individual differences and the
development of perceived control. Monographs of the Society for Research in Child
Development, 63 (nos. 2 and 3) whole no. 254.
Skinner, E. A. (1998). Strategies for studying social influences on motivation. In J. Heckhausen &
C. Dweck (Eds.), Motivation and self-regulation across the life span (pp. 216 - 234).
Cambridge, UK: Cambridge University Press.
Skinner, E. A., Wellborn, J. G., & Connell, J. P. (1990). What it takes to do well in school and
whether I’ve got it: The role of perceived control in children’s engagement and school
achievement. Journal of Educational Psychology, 82, 22-32.
Wellborn, J. G. (1991). Engaged and disaffected action: The conceptualization and measurement
of motivation in the academic domain. Unpublished doctoral dissertation, University of
Rochester, New York.
Student Name ________________________________
A.
***
B.
***
C.
***
D.
***
E.
***
F.
When we start something new in class, this student…
1. participates in discussions…………………………………………
2. doesn’t pay attention……………………………………………….
3. is enthusiastic…………………………………………….…………
4. thinks about other things…………………………………………..
5. seems restless………………………………………………………
**************************************************************************
In my class, this student…
1. works as hard as he/she can……………………………………...
2. does just enough to get by………………………………………...
3. seems interested ………………………..…………………………
4. is anxious……………………………………………………………
5. is angry………………………………………………………………
6. does more than is required………………………………………..
7. seems unhappy…………………………………………………….
8. comes unprepared…………………………………………………
**************************************************************************
When working on classwork in my class, this student…
1. appears worried…………………………………………………….
2. seems to feel good ………………………………………………...
3. appears
frustrated…………………………………………………..
4. appears involved……………………………………………………
5. seems uninterested………………………………………………...
**************************************************************************
When I explain new material, this student…
1. doesn’t seem to care……………………………………………….
2. listens carefully…………………………………………………..….
**************************************************************************
When faced with a difficult problem or assignment in my class,
this student…
1. “attacks” it……………………………………………………………
2. gives up quickly……………………………………………………..
3. becomes frustrated…………………………………………………
4. doesn’t even try……………………………………………………..
5. gets angry……………………………………………………………
6. just keeps trying…………………………………………………….
**************************************************************************
When this student doesn’t do well on a test or assignment in
class, he/she…
1. feels terrible…………………………………………………………
2. bounces back……………………………………………………….
3. is devastated………………………………………………………..
4. gets angry……………………………………………………………
5. gets depressed……………………………………………………...
6. works harder the next time………………………………………...
Not
At
All
True
Not
Very
True
Sort
Of
True
Very
True
1
1
1
1
1
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2
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2
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3
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3
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4
4
4
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*****
1
1
1
1
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1
1
1
*****
2
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2
2
2
2
*****
3
3
3
3
3
3
3
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*****
4
4
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4
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4
4
4
*****
1
1
1
2
2
2
3
3
3
4
4
4
1
1
*****
2
2
*****
3
3
*****
4
4
*****
1
1
*****
2
2
*****
3
3
*****
4
4
*****
1
1
1
1
1
1
*****
2
2
2
2
2
2
*****
3
3
3
3
3
3
*****
4
4
4
4
4
4
*****
1
1
1
1
1
1
2
2
2
2
2
2
3
3
3
3
3
3
4
4
4
4
4
4