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| مقياس الانخراط المدرسي× | استبيان نقاط القوة والصعوبات× | |
|---|---|---|
| المجال | تقييم النمو | تقييم النمو |
| العائلة | Process / pipeline | Process / pipeline |
| سنة النشأة≠ | 2004 | 2001 |
| صاحب الطريقة≠ | Fredricks, Blumenfeld, and Paris | Robert Goodman |
| النوع≠ | Multidimensional school engagement measurement | Multi-informant behavioral screening scale |
| المصدر التأسيسي≠ | Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109. DOI ↗ | Goodman, R. (2001). Psychometric properties of the Strengths and Difficulties Questionnaire. Journal of the American Academy of Child & Adolescent Psychiatry, 40(11), 1337-1345. DOI ↗ |
| الأسماء البديلة≠ | SES, Student Engagement, Academic Engagement | SDQ, SDQ-Strengths, SDQ-Parent, SDQ-Teacher |
| ذات صلة | 4 | 4 |
| الملخص≠ | The School Engagement Scale (SES) conceptualizes and measures school engagement as a multidimensional construct encompassing behavioral engagement (participation in academic and school activities), emotional engagement (motivation, interest, sense of belonging), and cognitive engagement (willingness to exert effort, persistence in learning). Developed by Fredricks, Blumenfeld, and Paris (2004), school engagement is a critical predictor of academic achievement, grade retention, and high school dropout. | The Strengths and Difficulties Questionnaire (SDQ), developed by Robert Goodman in 1997 and validated by 2001, is a brief 25-item behavioral screening instrument for children aged 2–17 years. Available in parent, teacher, and youth self-report versions, it assesses both emotional/behavioral difficulties and personal strengths, making it unique among screening tools. It is widely used in community, clinical, and research settings for rapid screening and population surveillance. |
| ScholarGateمجموعة البيانات ↗ |
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