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The Student Engagement Instrument (SEI) is a brief 35 item self-reporting survey measuring cognitive and affective engagement and is validated for students in 6th through 12th grade. Data allows school professionals to gain insights into a student’s sense of control, intrinsic motivation, and future aspirations (cognitive engagement factors). Support teams working with students will also have a better understanding of a student’s relationships with teachers, peers, and family support (affective engagement factors).
The SEI-E measures the same three affective engagement factors as the original SEI. However, for cognitive engagement, the SEI-E measures only future aspirations and intrinsic motivation. The Student Engagement Instrument (SEI-E) has 33 questions and is validated for students in 3rd through 5th grade.
Disengagement starts long before academic and behavioral indicators signal a need for intervention. The SEI will allow schools to increase effectiveness of early identification processes. For those students who are already showing signs of disengagement, combining SEI data with academic and behavioral data will help staff provide targeted engagement interventions.
The SEI is currently available in pencil/paper form. Request access to the pencil paper version and begin using SEI now to gain insights in to your student’s internal engagement factors. Visit our website or sign up for our newsletter to receive the latest information and resources on SEI and Check & Connect.
SEI measures what students think and feel about school. SEI—
The SEI and SEI - E are utilized by
The SEI is based on a model of engagement that grew out of work with Check & Connect. Check & Connect mentors recognized that successfully re-engaging students required more than meeting academic and behavioral standards of schools. Rather, successful engagement also required attention to students’ cognitive (e.g., self-regulation, perceived relevance of schooling, future goals) and affective engagement (e.g., belonging, relationships with teachers and peers) at school and with learning. Christenson and colleagues proposed a 4-part typology of engagement that included academic, behavioral, cognitive, and affective subtypes (Appleton, Christenson, Kim, & Reschly, 2006; Christenson & Anderson, 2002; Christenson et al., 2008; Reschly & Christenson, 2006). Indicators of students’ academic and behavioral engagement are typically readily available in school data systems; however, affective and cognitive engagement require student self-report.
|Observable, Low Inference Subtypes||High Inference, Internal Subtypes|
|Example Indicators||Example Indicators|
Adapted from Reschly, Appleton, and Christenson, 2007; Reschly, Pohl, & Appleton, 2014;