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Bulletin of Practical Psychology of Education
2025. Vol. 22, no. 2, 74–90
doi:10.17759/bppe.2025220206
ISSN: 2658-3100 (online)

Adaptation of the “School Situation Questionnaire” short version

 
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Abstract

Context and relevance. In recent years, there has been an increasing number of children and adolescents exhibiting deviant behavior and experiencing high levels of emotional maladjustment, including symptoms of depression and anxiety. One significant contributing factor to this trend is an unfavorable school environment, characterized by learning difficulties and a low level of support from teachers, peers and parents. To assess the school environment and identify at-risk students, V.K. Zaretsky and A.B. Kholmogorova developed the “School Situation Questionnaire”, which was first tested in the dissertation research of V.Yu. Andreyuk. This questionnaire is designed to identify risk groups and assist in selecting targets for psychosocial rehabilitation. Objective. Adaptation of the short version of the questionnaire “School Situation” on a Russian sample of schoolchildren. Hypothesis. The short version of the “School Situation Questionnaire” has acceptable psychometric properties and can be used to diagnose social and emotional maladjustment in different age categories, in order to provide students with the necessary assistance. Methods and materials. This study presents the development and standardization of a short version of the “School Situation Questionnaire”, tested on a sample of 1,588 students aged 7 to 18 years (mean age = 12.8 ± 2.9 years; 52.2% girls). The short version consists of six scales, each containing two questions (12 questions in total), allowing for an efficient assessment of the school environment within a minimal time frame. Results. The short form of the questionnaire demonstrated good internal consistency and strong psychometric properties, as indicated by the following fit indices (SRMR=0,04; CMIN/df=7,86; GFI=0,97; AGFI=0,94; CFI=0,94; RMSEA=0,07). Additionally, the short version demonstrated measurement invariance across gender and age groups, as well as external validity, supported by moderate statistically significant correlations with the scales of the “Classroom Climate Questionnaire”. No significant gender or age differences were found, allowing for the establishment of uniform norms for the short version of the questionnaire. Conclusions. The results confirm that the short version of the “School Situation” questionnaire is a reliable and valid tool for assessing students' school environments, making it a practical instrument for psychological assessment and intervention in educational settings.

General Information

Keywords: school situation, educational difficulties, help in overcoming learning difficulties, the social situation of student development

Journal rubric: Independent Evaluation of the Effectiveness of Psychological and Pedagogical Methods and Programs

Article type: scientific article

DOI: https://doi.org/10.17759/bppe.2025220206

Funding. The study was carried out within the framework of the state assignment of the Ministry of Education of the Russian Federation dated 02/09/2024 No. 073-00037-24-01 “Development of a package of standardized psychodiagnostic tools in digital format for assessing the individual psychological characteristics of students at different levels of education”.

Supplemental data. Datasets are available at: https://doi.org/10.48612/MSUPE/5v3x-2a21-mne6

Received 03.04.2025

Accepted

Published

For citation: Zaretsky, V.K., Kholmogorova, A.B., Radchikov, A.S., Klimenkova, E.N. (2025). Adaptation of the “School Situation Questionnaire” short version. Bulletin of Practical Psychology of Education, 22(2), 74–90. (In Russ.). https://doi.org/10.17759/bppe.2025220206

© Zaretsky V.K., Kholmogorova A.B., Radchikov A.S., Klimenkova E.N., 2025

License: CC BY-NC 4.0

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Information About the Authors

Victor K. Zaretsky, Candidate of Science (Psychology), Professor, Chair of Individual and Group Psychotherapy, Faculty of Counseling and Clinical Psychology, Moscow State University of Psychology and Education, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0002-8831-6127, e-mail: zaretskiyvk@mgppu.ru

Alla B. Kholmogorova, Doctor of Psychology, Professor, Dean of the Faculty of Counseling and Clinical Psychology, Moscow State University of psychology and education, Leading Researcher, Moscow Research Institute of Psychiatry (A Branch of the National Medical Research Centre for Psychiatry and Narcology), Moscow, Russian Federation, ORCID: https://orcid.org/0000-0001-5194-0199, e-mail: kholmogorova@yandex.ru

Andrew S. Radchikov, Laboratory Research Assistant, Scientific and Practical Center for Comprehensive Support of Psychological Research PsyDATA, Moscow State University of Psychology and Education, Moscow, Russian Federation, ORCID: https://orcid.org/0009-0008-9378-0937, e-mail: superprobasite@yandex.ru

Elizaveta N. Klimenkova, Candidate of Science (Psychology), Senior Lecturer, Department of Clinical and Counseling Psychology, Moscow State University of Psychology & Education, State professional educational establishment Complex «South-West»,Psychologist, school psychologist, the structural subdivision "Sevastopol", Moscow, Russian Federation, ORCID: https://orcid.org/0009-0008-5188-1828, e-mail: klimenkovaliza@gmail.com

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