Learning Gardens Educational Package (Leap)

ITEMS BY CONSTRUCT

LEARNING GARDENS EDUCATIONAL PACKAGE (LEAP)

FALL 2008- SPRING 2011

CITATION: Skinner, E. A., Chi, U., & the LEAG. (in press). Models and measures of student engagement in garden-based education. Journal of Environmental Education.

STUDENT SURVEYS:

LEARNING GARDENS, SCIENCE, and SCHOOL

CONSTRUCT/ ITEM / CODE
LEARNING GARDENS
ENGAGEMENT VERSUS DISAFFECTION IN THE GARDENS
Engagement in the Gardens
·  When I'm in the garden, I listen carefully to our gardening teacher. / LSENP1
·  Gardening is interesting. / LSENP2
·  I try hard to do well in the garden. / LSENP3
·  When I’m in the Garden, I feel good. / LSENP4
Disaffection in the Gardens
·  I'd rather be doing just about anything else but gardening. / LSENN1
·  When I’m in the Garden, I can't wait for it to be over. / LSENN2
·  When I’m in the Garden, my mind wanders, and I think about other things. / LSENN3
·  Gardening is boring. / LSENN4
·  When I’m in the Garden, I just act like I'm working. / LSENN5
Amotivation in the Gardens
·  I don't care if I miss gardening class. / LSAMT1
·  There’s no reason to garden. / LSAMT2
SCIENCE LEARNING IN THE GARDEN
What I learned in the Garden:
·  I learned how I can treat the environment better. / LSLNP1
·  I learned how plants grow. / LSLNP2
·  I learned I can make a garden grow at home. / LSLNP3
·  I learned about things I like to eat that I did not like before. / LSLNP4
·  I learned what other people from other cultures grow and eat in their gardens. / LSLNP5
·  I learned how to do science-- experimenting, measuring, observing, finding out new facts. / LSLNP6
·  It's not that important to learn about plants. (-) / LSLNN1
SELF-SYSTEM PROCESSES IN THE GARDEN
Relatedness/Belonging in the Garden
·  I feel like a real part of the Learning Gardens. / LSRLP1
·  The Learning Gardens is a good place for students like me / LSRLP2
·  I feel at home in the Learning Gardens. / LSRLP3
Competence/Self-Efficacy in the Garden
When I’m in the Garden:
·  I am pretty good at gardening. / LSCOP1
·  I know a lot about gardening. / LSCOP2
·  I don't have the brains to garden. (-) / LSCON1
·  I am not very good at gardening. (-) / LSCON2
Autonomous Self-regulation in the Garden
Intrinsic Motivation for Gardening
Why do I garden?
·  I enjoy it. / LSARC1
·  It's fun. / LSARC2
·  It's cool to see things grow. / LSARC3
Identified Self-regulation in the Garden
Why do I garden?
·  So I can learn important things. / LSARD1
·  It makes me feel like I am doing something good for my school. / LSARD2
External Self-regulation in the Garden
Why do I garden?
·  They make us. / LSARE1
·  That's the rule. / LSARE2
·  Our teacher said we had to; otherwise I probably would not. / LSARE3
Ownership of the Gardens
·  I am an important part of making the gardens better. / LSOWP1
·  I am proud to be part of the gardens. / LSOWP2
·  The Learning Garden makes our school special. / LSOWP3
Sense of Purpose in the Gardens
·  Gardening is something we can do to help the planet. / LSPRP1
·  I feel like we are doing something good for the environment. / LSPRP2
·  By gardening, we can make the world a better place. / LSPRP3
GARDEN EDUCATORS- MOTIVATIONAL SUPPORT
Garden Educator Involvement
·  The Garden teachers like me. / LSIIP1
Garden Educator Structure
·  The Garden teachers are good at explaining how to garden. / LSSIP1
Garden Educator Autonomy Support
·  The Garden teachers listen to my ideas. / LSYIP1
·  The Garden teachers make learning fun. / LSYIP2
Garden Educator Engagement in Teaching
·  Our Garden teachers work hard to teach us about gardening. / LSEIP1
·  Our Garden teachers love teaching us about the environment. / LSEIP2
·  Our Garden teachers think gardening is important. / LSEIP3
SCIENCE CLASS
ENGAGEMENT VERSUS DISAFFECTION IN SCIENCE
Engagement in Science
·  I work as hard as I can in science. / SSENP1
·  Science is interesting. / SSENP2
·  Science is fun. / SSENP3
Disaffection in Science
·  When we work on science, I feel bored. / SSENN1
·  I can’t stand working on science. / SSENN2
·  I don’t try very hard in science. / SSENN3
SCIENCE TEACHER MOTIVATIONAL SUPPORT
Science Teacher Engagement
·  My science teacher loves science. / SSETP1
·  My science teacher enjoys teaching us about science. / SSETP2
SCHOOL IN GENERAL
ENGAGEMENT VERSUS DISAFFECTION IN SCHOOL
Engagement in School
·  I try hard to do well in school. / ASENP1
·  I look forward to coming to school. / ASENP2
·  I enjoy learning new things in school. / ASENP3
Disaffection in School
·  I can’t stand doing schoolwork. / ASENN1
·  When we work on something in class, I feel bored. / ASENN2
·  In school, I don’t work very hard. / ASENN3
Amotivation in School
·  I don’t care about getting good grades. / ASAMT1
·  I really don’t care about school. / ASAMT2
Everyday Resilience in School
·  If I do badly on my homework, I work harder next time. / ASREP1
·  If something bad happens in school, I don’t let it get me down. / ASREP2
·  If I have trouble with a class, I usually do well in the end. / ASREP3
·  When a class is too much work, I just don’t do it. (-) / ASREN1
·  When I get behind in my homework, I just give up. (-) / ASREN2
·  If a class is really hard, I’ll probably do badly on it. (-) / ASREN3
ACADEMIC SELF-SYSTEM PROCESSES/ ACADEMIC IDENTITY
Relatedness/Belonging at School
·  I feel like a real part of my school. / ASRAP1
·  This school is a good place for students like me. / ASRAP2
·  I feel safe at this school. / ASRAP3
·  I feel like an outsider at this school. (-) / ASRAN1
·  Sometimes I feel like I don’t belong at this school. (-) / ASRAN2
Academic Competence/Self-Efficacy
·  I can get good grades in school. / ASCOP1
·  If I decide to learn something hard, I can. / ASCOP2
·  I can do well in school if I want to. / ASCOP3
·  I can't get good grades, no matter what I do. (-) / ASCON1
·  I can't stop myself from doing poorly in school. (-) / ASCON2
·  I can't do well in school, even if I want to. (-) / ASCON3
Autonomous Self-regulation at School
Intrinsic Motivation for Schoolwork
Why do I do my school work?
·  Because it’s fun. / ASARC1
·  Because it’s interesting. / ASARC2
Identified Self-regulation at School
Why do I do my school work?
·  Because we are learning important things. / ASARD1
·  Because doing well in school is important to me. / ASARD2
External Self-regulation at School
Why do I do my school work?
·  Because that's the rule. / ASARE1
·  Because the teacher says we have to. / ASARE2
Relevance of School
·  I try hard to get good grades so I can get into college. / ASRVP1
·  I need to learn a lot in school so I can take charge of my future. / ASRVP2
·  I want to learn a lot in school so that I can give back to my community. / ASRVP3
·  If I do well in school now, I'll have a better future. / ASRVP4
·  I need to go to college so that my family can have a better life. / ASRVP5
TEACHER MOTIVATIONAL SUPPORT
Teacher Involvement
·  My teachers really care about me. / ASITP1
·  I can’t really count on my teachers. (-) / ASITN1
·  My teachers just don’t understand me. (-) / ASITN2
Teacher Structure
·  People here know I can do good work. / ASSTP1
·  My teachers are good at explaining things so I can understand them. / ASSTP2
Teacher Autonomy Support
·  My teachers explain why the things I learn in school are important. / ASYTP1
·  The rules at this school are so unfair. (-) / ASYTN1
·  People here are always telling me what to do. (-) / ASYTN2
About ME: DEMOGRAPHICS
·  How old are you?
·  Who do you live with?
·  How many brothers and sisters do you have?
·  What month is your birthday?
·  What is your race or ethnicity? (mark all that apply)
o  White
o  African American
o  Asian
o  Native Hawaii/Pacific Islander
·  Where were you born?
·  What language(s) does your family speak at home?
FAMILY
Family Relatedness/Belonging/Attachment
·  I feel close to my family. / RSRRP1
·  I feel like an important part of my family. / RSRRP2
·  I do lots of things with my family. / RSRRP3
Family Support
·  My parents respect and appreciate me. / RSPRP1
·  My parents really care about me. / RSPRP2
·  If I have a problem, I can go to my family. / RSPRP3
Ethnic Identity
·  I like hearing stories about my family’s history. / RSHDP1
·  I am proud of my family’s background. / RSHDP2
·  We have cool traditions in our family. / RSHDP3
FRIENDS/ PEERS/ CLASSMATES
Classmate Relatedness/Belonging/Attachment
·  I feel comfortable with the kids at school. / PSRCP1
·  I fit in with the kids in school. / PSRCP2
·  The kids at school don’t like me. (-) / PSRCN1
·  I don’t have any friends at school. (-) / PSRCN2
Friends Relatedness/Belonging/Attachment
·  I feel close to my friends. / PSRFP1
·  I feel like an outsider with my friends. (-) / PSRFN1
Friends Support
·  My friends respect and appreciate me. / PSPFP1
·  If I have a problem, I can go to my friends. / PSPFP2
·  My friends don’t understand me. (-) / PSPFN1
Friends’ Engagement in School
·  My friends work hard at school. / ASEFP1
·  My friends like school. / ASEFP2
·  My friends think school is important. / ASEFP3
Friends’ Support for Engagement in School
·  My friends and I learn better when we study together. / ASPFP1
·  Learning is more fun when my friends are around. / ASPFP2
·  I can count on my friends to help me with schoolwork. / ASPFP3
·  If my friends need help with school stuff, they can count on me. / ASPFP4
·  My friends make me want to do better in school. / ASPFP5
·  My friends are happy when I do well in school. / ASPFP6
·  I am happy when my friends do well in school. / ASPFP7
NEIGHBORHOOD SAFETY
·  I feel safe in my neighborhood. / GSNBP1
·  My neighborhood can be a scary place. (-) / GSNBN1
ISOLATION
·  I feel alone in this world. / GSISO1
·  I don’t really trust anyone. / GSISO2
·  If I have a problem, there’s no one I can turn to. / GSISO3

SCIENCE TEACHER SURVEYS:

LEARNING GARDENS, SCIENCE, & SCHOOL

ITEMS/CONSTRUCTS / CODES
ENGAGEMENT VERSUS DISAFFECTION IN THE LEARNING GARDENS
Engagement in the Learning Gardens
In the Learning Gardens, this student…
·  gets very involved. / LTENP1
·  is enthusiastic. / LTENP2
·  works as hard as he/she can. / LTENP3
Disaffection in the Learning Gardens
When it comes to gardening, this student…
·  does not really like it. / LTENN1
·  seems bored. / LTENN2
·  is not really into it. / LTENN3
ENGAGEMENT VERSUS DISAFFECTION IN SCIENCE
Engagement in Science
In science, this student… / STENP1
·  works hard. / STENP2
·  seems interested. / STENP3
·  actively participates.
Disaffection in Science
In my science class, this student…
·  refuses to do anything. / STENN1
·  does not really care. / STENN2
·  can be disruptive. / STENN3
ENGAGEMENT AND EVERYDAY RESILIENCE IN SCHOOL
In general, this student…
·  likes school. / ATENP1
·  puts in a lot of effort. / ATENP2
·  enjoys a challenge. / ATREP1
·  acts like school doesn’t matter. (-) / ATENN1
When faced with setbacks, this student…
·  bounces back. / ATREP2
·  works harder. / ATREP3
·  gives up. (-) / ATREN1
·  gets overwhelmed. (-) / ATREN2

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