2017-18 SSN Survey by Competency

ACADEMIC BEHAVIORS

(1) Enlisting social resources: Ability and tendency to ask for help from peers and adults.
(2) Self-regulated learning: A cyclical learning process, in which a learner plans for a task, monitors performance, and then reflects on the outcome in order to prepare for the next task

RESPONSES:
1 – Not confident at all
2 – Slightly Confident
3 – Moderately Confident
4 – Very Confident
5 – Extremely Confident

PERCENT POSITIVE CUTOFF:
4 or higher

Adapted from Children’s Self-Efficacy Scale, Bandura (2006)

# SURVEY QUESTIONS
30 Get teachers to help me when I get stuck on schoolwork.
31 Get another student to help me when I get stuck on schoolwork.
32 Get adults to help me when I have social problems.
33 Get a friend to help me when I have social problems.
34 Finish my homework on time.
35 Get myself to study when there are other interesting things to do.
36 Always focus during class.
37 Take good notes during class.
38 Plan my schoolwork for the day.
39 Organize my schoolwork.
40 Remember information from class and textbooks.
41 Find a place to study without distractions.
42 Get myself to do schoolwork.

ACADEMIC SELF-EFFICACY

Belief in one’s ability to succeed in academic situations or accomplish academic tasks

RESPONSES:
1 – Almost never
2 – Sometimes
3 – Often
4 – Almost Always

PERCENT POSITIVE CUTOFF:
3 or higher

Adapted from Perceived Self-Efficacy Scale, March et al (2006)

# SURVEY QUESTIONS
3 I’m confident I can do a great job on assignments and tests.
7 I’m sure I can understand the hardest information in readings.
8 I’m sure I can understand the most complicated information presented by the teacher.
9 I’m sure I can learn the skills taught in school

BELONGING

Feeling of being taken in and accepted as part of a group

RESPONSES:
1 – Not at all true
2 – A little true
3 – Somewhat true
4 – Very true
5 – Completely true

PERCENT POSITIVE CUTOFF:
4 or higher

Adapted from Psychological Sense of School Membership (PSSM), Goodenow (1993)

# SURVEY QUESTIONS
43 Most adults in this program are interested in me.
44 There’s at least one adult in this program I can talk to if I have a problem.
45 Adults in this program respect me.
46 Other students in this program take my opinions seriously.
47 I can really be myself at this program.
48 Students at this program are friendly to me.
49 Other students here like me the way I am.

GROWTH MINDSET

Belief that intellectual ability is not fixed and can develop through hard work and practice

RESPONSES: (Reversed)
1 – Not at all true
2 – A little true
3 – Somewhat true
4 – Very true
5 – Completely true

PERCENT POSITIVE CUTOFF:
4 or higher

# SURVEY QUESTIONS
50 My intelligence is something that I can’t change very much.
51 Challenging myself won’t make me any smarter.
52 There are some things I am not capable of learning.
53 If I am not naturally smart in a subject, I will never do well in it.

Adapted from Measuring MESH: Student and Teacher Surveys
Curated for the CORE Districts, Transforming Education (2016)

INTERPERSONAL SKILLS

Ability to clearly communicate one’s thoughts, be aware of one’s own
communication style and those of others, and be empathetic

RESPONSES:
1 – False
2 – Somewhat false
3 – A little false
4 – A little true
5 – Somewhat true
6 – True

PERCENT POSITIVE CUTOFF:
4 or higher

Adapted from Teamwork Scale, American Camping Association (2007)
Adapted from Social Competence Scale, ChildTrends (2014)

# SURVEY QUESTIONS
14 I can be a good group leader.
15 I can help a group do well.
16 I can be happy even when my group has decided to do something I don’t want to do.
17 I can appreciate opinions that are different from mine.
18 I can put group goals above the things that I want.
19 I can work well with others.
20 I can be a team-player in a small group.
21 I know I can get along with other people in a small group.
22 I work well with other students.
23 I can solve problems with other students without being aggressive.
24 I often think about the feelings of other students.
25 I usually work well with other students without being told to.
26 I can deal with problems with other students on my own.

PROBLEM SOLVING

Ability to identify a problem, analyze possible plans to resolve the problem, select and implement a plan, and evaluate the outcome

RESPONSES:
1 – Almost never
2 – Sometimes
3 – Often
4 – Almost Always

PERCENT POSITIVE CUTOFF:
3 or higher

Adapted from Solving Problems, Barkman et al (2002)

# SURVEY QUESTIONS
1 I compare different solutions to find the best one to solve my problem.
2 I look at a problem from many different viewpoints (my own, my friends’, my family’s, etc.).
4 When solving a problem, I look at all possible solutions.
5 I try to get all the facts before I try to solve a problem.
6 I try to think about the long-term results of each possible solution.

SELF ADVOCACY

(1) Self-Awareness: Conscious knowledge of one’s strengths, weaknesses, and needs.
(2) Agency: Ability and tendency to speak up for oneself and gather appropriate resources.

RESPONSES:
1 – Almost never
2 – Sometimes
3 – Often
4 – Almost always
1 – Strongly Disagree
2 – Sort of disagree
3 – Sort of agree
4 – Strongly agree

PERCENT POSITIVE CUTOFF:
3 or higher

# SURVEY QUESTIONS
10 I think about how to become a better person.
11 I stop to think about my day.
12 I check with someone (advisor, teacher) to see how I’m doing.
13 I set goals for myself.
27 I tell teachers / adults what I need.
28 When I disagree with teachers / adults, I tell them.
29 When things get hard, I can deal with them.

Student Success Network / Research Alliance (2015)

Alexandra Lotero
alexandra@ssn-nyc.org
No Comments

Post A Comment

   

STAY UPDATED:

* indicates required

MORE INFO:

 

ABOUT

         Our Story | Team | Contact Us

APPROACH

         Measuring SEL | Improving Together | Building a Movement

NETWORK

         Member Organizations | Advisory Board | Funders

BLOG

STAY CONNECTED:

 

Twitter icon Facebook icon Linkedin icon Instagram icon