School learning and classroom development include measures used with children and adolescents in primary, middle, and high school. These instruments assess school motivation, learning activity, classroom climate, peer relations, attitudes toward school, academic self-beliefs, and the child's position in the educational environment.
These measures assess why pupils learn, how they relate to schoolwork, and what motivates them to participate in learning.
The Achievement Goal Questionnaire (AGQ) assesses mastery and performance goal orientations in achievement settings.
These measures assess how actively pupils participate in learning and how they perceive themselves as learners.
The Multidimensional School Engagement Scale (MSES) assesses students' behavioral, emotional, and cognitive engagement with school.
These measures assess pupils' attitudes toward grading, perceived fairness of academic assessment, and dishonest behavior in learning.
These measures assess cognitive and creative components of school learning: curiosity, cognitive activity, need for knowledge, creative initiative, universal learning actions, and the ability to organize and transform educational material.
These measures assess pupils' interests, abilities, inclinations, and early signs of giftedness in the school or preschool educational context.
The Creativity Assessment Packet (CAP) assesses creative thinking and creative personality characteristics in children and adolescents, including divergent thinking, imagination, curiosity, risk-taking, and complexity.
These measures apply Self-Determination Theory to educational contexts. They assess academic motivation, school need satisfaction, perceived autonomy support, teacher behavior, and classroom climate.
The Academic Self-Regulation Questionnaire (SRQ-A) assesses children's reasons for doing schoolwork, distinguishing more controlled and more autonomous forms of academic motivation.
The SRQ-Reading Motivation assesses students' autonomous and controlled motivation for reading.
The Learning Climate Questionnaire (LCQ) assesses perceived autonomy support in educational and learning environments.
The Situations-in-School (SIS) assesses teachers' motivating style from a self-determination theory perspective, covering autonomy-supportive, structuring, controlling, and chaotic responses to classroom situations.
These measures assess values, moral orientations, upbringing, and educational outcomes that go beyond academic achievement.
These measures assess personal development within the school context: social maturity, personal growth, responsibility, self-development, and changes in the pupil's personality under educational influence.
These measures assess pupils' social orientations, participation in collective activities, attitudes toward school community, family and social values, and motives for taking part in shared class or school life.
These measures assess emotional difficulties connected with school demands, evaluation, exams, adaptation to new school stages, and everyday academic pressure
These measures assess how pupils adapt to school life, new educational conditions, and changing school stages.
These measures assess the classroom as a social group: emotional climate, cohesion, cooperation, attractiveness of the peer group, interpersonal relations, friendship patterns, and the pupil's subjective position in the class.
These measures assess the class or school group as a developing collective.
These measures assess the broader psychological and social quality of school life.
These measures assess bullying, peer victimization, and aggression in the school environment.
The Revised Olweus Bully/Victim Questionnaire (ROBVQ) assesses bullying and victimization among students, including direct and indirect forms of peer aggression and the respondent's role as bully, victim, or uninvolved peer.
The Bullying Prevalence Questionnaire (BPQ) assesses the frequency and forms of bullying involvement, including perpetration, victimization, and bystander experiences.
The Illinois Bullying Scale (IBS) assesses bullying behavior, victimization, and peer aggression, and may also be used retrospectively to evaluate past bullying experiences in adulthood.
The Multidimensional Peer-Victimization Scale assesses experiences of peer victimization in children and adolescents, including physical victimization, verbal victimization, social manipulation, and attacks on property.