Validated multi-item scales

The scales developed for the project are free to reuse and repurpose provided appropriate full up-to-date bibliographical reference (citation) is provided in the resulting instrument and publications.

More scales will be added successively as we move through the project.

Teachers’ engagement in remote teaching scale (N = 1,487; Cronbach’s α = 0.72, McDonald’s ωₕ = 0.75, Guttman’s λ₆= 0.71, Raykov’s ρ = 0.76) and teacher coping with remote instructionscale (N = 1,487; Cronbach’s α = 0.78, McDonald’s ωₕ = 0.80, Guttman’s λ₆& Raykov’s ρ = 0.76) with the results of exploratory factor analysis (EFA)

Reference: Jelińska, M. & Paradowski, M.B. (2021). Teachers’ engagement in and coping with emergency remote instruction during COVID-19-induced school closures: A multi-national contextual perspective. Online Learning Journal, 25(1), 303–328. [special issue “Lessons About Online Learning from COVID-19”] DOI: 10.24059/olj.v25i1.2492

Item	Short Label	Factor Loading
1	2
During this epidemic, I have felt that I have to alter not just the medium and method, but also the content of my classes.	modified class content	.71*	.08
I have had to modify my lesson plans for remote teaching.	modified lesson plans	.70*	−.11
I have eased the grading scheme.	eased grading	.65*	−.10
I preferred the ‘normal’ class format to the remote one I’m teaching now.	preference for F2F format	.58*	.22
I feel that remote teaching reduces my possibility to meet students’ individual/special needs.	reduced possibility to meet students’ needs	.58*	.34
I feel disengaged in the remote teaching.	perceived engagement	.56*	.41
I hadn’t expected remote teaching to be this hard.	RT unexpectedly difficult	.51*	.34
I haven’t been able to fully utilise the potential of remote teaching because of lack of access to hardware.	lack of hardware curtailing RT potential	.23	.60*
I feel that I have been left behind by the shift to remote teaching.	feeling left behind	.22	.60*
I felt confident in my ability to teach remotely when I was told to do so.	initial confidence in RT ability	−.29	−.53*
I have often encountered technical problems with the class.	tech issues	.24	.51*
I worry about privacy and the security of the software/platform.	cybersecurity anxiety	.14	.51*
I have someone to turn to for support if I experience technical problems with the remote teaching.	tech support	.06	−.50*

* The component loadings > .50. Component loadings were obtained using exploratory factor analysis, which allows reducing the data. To extract the factors, we applied the principal components method with orthogonal varimax rotation. As a result. two factors were obtained: Factor 1 measuring teachers’ engagement is loaded by 7 items. whereas Factor 2 reflecting teacher coping is composed of 6 items.

Access to resources scale (N = 1,944, α & ω_h = .72, λ₆ = .63)

Reference: Paradowski, M.B. & Jelińska, M. (under review). The impact of disparities and awareness thereof on educators’ psychological overload during emergency remote teaching: The mediating roles of logistics, perception of student coping and appraisal of situational impact.

Items	M	SD	r_tt
My computer is too slow for the remote teaching software.	2.43	1.50	.56
I lack access to printed materials and resources to prepare my classes.	3.01	1.76	.48
I haven’t been able to fully utilise the potential of remote teaching because of lack of access to hardware (computer/webcam/tablet/printer/scanner …).	2.85	1.67	.58
Scale	8.29	3.94	.46

Perception of student coping scale (N = 1,944, α & ω_h = .77, λ₆ = .75)

Items	M	SD	r_tt
I feel that some of my students have been left behind/fallen through the cracks in the shift to remote teaching.	2.48	1.51	.55
My students have not coped well with remote learning.	3.42	1.39	.66
My students have responded positively to my remote teaching.	4.23	1.18	.38
The students have trouble with concentration and staying focused during the online classes.	2.83	1.45	.56
I feel that remote teaching reduces my possibility to meet students’ individual/ special needs.	2.46	1.47	.55
Scale	15.43	5.05	.40

Anxiety about the future scale (N = 1,944, α & ω_h = .76, λ₆ = .77)

Items	M	SD	r_tt
I feel anxious about my future.	3.83	1.58	.65
I worry about my job stability.	3.39	1.74	.65
I worry about housing instability.	2.54	1.56	.52
The current crisis will further social inequalities.	4.98	1.20	.32
I am afraid of an approaching economic crisis.	4.79	1.21	.51
Scale	19.53	5.26	.39

Family support scale (N = 1,944, α = .73, ω_h = .78, λ₆ = .70)

Items	M	SD	r_tt
I feel comfortable having my family/partner/roommates/flatmates around during this time.	4.69	1.54	.36
I have good relations at home.	4.55	1.99	.67
I enjoy being able to spend more time with my family/children/partner.	4.80	1.97	.65
Scale	14.04	4.44	.48

Psychological overload scale (N = 1,944, α & ω_h = .92, λ₆ = .93)

Items	M	SD	r_tt
My dreams have been more emotional/anxious.	3.23	1.67	.51
I feel I have been losing my sanity.	2.63	1.49	.71
I find it harder to get out of bed in the morning.	2.91	1.66	.66
I feel tired during the day.	3.74	1.60	.71
I am feeling exhausted all the time.	3.21	1.66	.74
I have been feeling irritable.	3.36	1.54	.76
I feel building up pressure.	3.40	1.61	.77
I have been sad.	3.54	1.60	.76
I have been having bouts of anxiety/panic attacks.	2.85	1.69	.71
I feel no motivation to do anything.	2.85	1.55	.68
I feel lonely.	2.83	1.67	.55
Scale	34.55	13.26	.52

Instructional adjustment scale (N = 1,944, α = .70)

Reference: Jelińska, M. & Paradowski, M.B. (2021). Teachers’ perception of student coping with emergency remote instruction during the COVID-19 pandemic: The relative impact of educator demographics and professional adaptation and adjustment. Frontiers in Psychology [research topic “Coronavirus Disease (COVID-19): Psychoeducational Variables Involved in the Health Emergency”]. DOI: 10.3389/fpsyg.2021.648443

Items	M	SD	r_tt
I have had to modify my lesson plans for remote teaching.	4.97	1.40	.49
I have eased the grading scheme.	4.41	1.57	.43
During this epidemic, I have felt that I have to alter not just the medium and method, but also the content of my classes.	4.29	1.60	.54
Scale	13.66	3.55	.41

Evaluation concerns scale (N = 1,944, α = .80)

Items	M	SD	r_tt
I find it difficult to evaluate students’ activity during online classes.	4.20	1.59	.66
I am unable to verify whether the students are learning.	3.94	1.54	.66
Scale	8.14	2.86	.66

Perceived student coping scale (N = 1,944, α = .72)

Items	M	SD	r_tt
I feel that some of my students have been left behind/fallen through the cracks in the shift to remote teaching.	2.48	1.51	.53
My students have not coped well with remote learning.	3.42	1.39	.67
My students have responded positively to my remote teaching.	4.23	1.18	.37
The students have trouble with concentration and staying focused during the online classes.	2.83	1.45	.48
Scale	12.97	4.10	.40

Supportive teaching scale (N = 1,944, α = .72)

Items	M	SD	r_tt
I can talk my students into learning.	4.69	1.01	.38
I try to make sure everyone in a group feels included.	5.07	.86	.53
I am good at helping people work well together.	4.84	.92	.53
I try to make my group members happy.	4.91	.89	.54
I trust my students.	4.67	.95	.39
Scale	24.18	3.16	.34

Sense of competence scale (N = 1,944, α = .76)

Items	M	SD	r_tt
I get things done quickly.	4.42	1.15	.48
I know how to get things done.	4.88	.92	.55
Even with difficult tasks, I am always confident.	4.18	1.13	.51
I like to work on tasks that require a great deal of skill.	4.64	.99	.45
I am a confident user of new technologies.	4.44	1.24	.37
I continually train to keep my teaching skills and knowledge up-to-date.	4.56	1.18	.39
I can manage many things at the same time.	4.87	1.07	.52
I am always prepared.	4.65	1.10	.39
Scale	36.61	5.25	.29

Negative affect scale (N = 804, α = .92)

Reference: Jelińska, M. & Paradowski, M.B. (2021). The impact of demographics, life and work circumstances on college and university instructors’ well-being during quaranteaching: Findings from a global survey. Frontiers in Psychology, 12, 643229. DOI: 10.3389/fpsyg.2021.643229 [research topic “Covid-19 and Beyond: From (Forced) Remote Teaching and Learning to ‘The New Normal’ in Higher Education”].

Item	M	SD	r_tt
I have been feeling irritable.	3.16	1.53	.77
I feel building up pressure.	3.26	1.61	.77
I am feeling exhausted all the time.	3.03	1.61	.75
I have been sad.	3.35	1.62	.74
I feel tired during the day.	3.51	1.60	.71
I have been having bouts of anxiety/panic attacks.	2.62	1.64	.71
I feel I have been losing my sanity.	2.33	1.40	.68
I feel no motivation to do anything.	2.63	1.53	.68
I find it harder to get out of bed in the morning.	2.62	1.61	.64
My dreams have been more emotional/ anxious.	2.87	1.60	.48
My daily life is lacking structure.	2.77	1.50	.46
Scale	32.17	12.71	.51

Note: The introduction to the scale was: “How have you been feeling currently?”

Situational loneliness scale (N = 804, α = .86)

Item	M	SD	r_tt
I miss daily conversations with my colleagues.	2.72	2.64	2.72
I try to stay in touch with my colleagues every day.	2.16	2.30	2.16
I feel lonely.	1.76	2.06	1.76
Scale	6.64	3.18	.68

Note: The introduction to the scale was: “To what extent do you agree with the following statements:”

Situational anxiety scale (N = 804, α = .81)

Item	M	SD	r_tt
I feel anxious about my future.	3.62	1.59	.72
I worry about my job stability.	3.39	1.73	.67
I worry about my family/friends.	4.43	1.39	.55
I worry about housing instability.	2.49	1.54	.54
I am afraid of an approaching economic crisis.	4.80	1.22	.54
The current crisis will further social inequalities.	5.01	1.17	.37
Scale	23.74	6.2	.41

Note: The introduction to the scale was: “To what extent do you agree with the following statements:”

Family and social support scale (N = 804, α = .80)

Item	M	SD	r_tt
I feel comfortable having my family/ partner/roommates/flatmates around during this time.	4.34	2.14	.76
I have good relations at home.	4.63	2.12	.72
I enjoy being able to spend more time with my family/children/ partner.	3.95	2.27	.65
I feel the support of my family/ flatmates/ friends/community during this time.	4.68	1.67	.38
Scale	17.61	6.56	.52

Note: The introduction to the scale was: “To what extent do you agree with the following statements:”

Anxiety about the future scale (N = 382, α & ω_h = .84, λ₆ = .83, ρ = 1.06)

Reference: Paradowski, M.B. & Jelińska, M. (subm.). “Like trying to fit the circle peg in the square hole”: Linguistics instructors’ stress levels during emergency remote teaching in times of the COVID-19 pandemic. In M.R. Salaberry & A. Kulbayeva (Eds.) After COVID: Language, Diversity, and Social Justice. De Gruyter Mouton.

Items	M	SD	r_tt
I feel anxious about my future.	3.63	1.60	.75
I worry about my job stability.	3.40	1.73	.72
I worry about my family/friends.	4.46	1.39	.61
I worry about housing instability.	2.57	1.60	.59
I worry about the future of my community/society.	4.52	1.44	.54
Scale	18.58	6.07	.52

Situational self-acceptance scale (N = 360, α & λ₂ = .63, ρ = .89)

Items	M	SD	r_tt
I have been kind to myself.	3.63	1.60	.46
It’s okay to feel the way I’m feeling these days.	3.40	1.73	.46
Scale	8.66	2.17	.46

Remote teaching acceptance scale (N = 414, α = .77 ω_h = .72, λ₆ = .69, ρ = .95)

Items	M	SD	r_tt
Teaching remotely, I feel like I’m speaking to a brick wall.	3.38	1.58	0.57
My students have not coped well with remote learning.	3.88	1.23	0.54
I feel disengaged in the remote teaching.	3.72	1.58	0.53
I didn’t expect remote teaching to be this hard.	3.77	1.57	0.53
I feel that some of my students have been left behind/fallen through the cracks in the shift to remote teaching.	3.09	1.53	0.51
I feel that I have been left behind by the shift to remote teaching.	4.54	1.37	0.42
Scale	22.38	6.07	.36

Student challenges scale (N = 977, α, ω_h and λ₆ = .73, ρ = .92)

Reference: Paradowski, M.B. & Jelińska, M. (under revision). Teaching languages online through the COVID-19 pandemic: Prior experience, perception of challenges, and course level predict technological engagement and concerns about learning outcomes. Language Teaching Research.

Items	M	SD	r_tt
I feel that some of my students have been left behind/fallen through the cracks in the shift to remote teaching.	2.62	1.51	.50
My students have not coped well with remote learning.	3.58	1.44	.63
My students have responded positively to my remote teaching.	4.31	1.21	.35
Thanks to the change, some students who used to be passive have now become more active.	3.54	1.55	.31
I find it difficult to evaluate students’ activity during online classes.	2.98	1.62	.46
The students have trouble with concentration and staying focused during the online classes.	3.04	1.49	.56
Scale	20.08	5.76	.32

Technology challenges scale (N = 726, α = .72, ω_h = .71, λ₆ = .73, ρ = .91)

Items	M	SD	r_tt
I have someone to turn to for support if I experience technical problems with the remote teaching.	4.00	1.68	.21
I feel that I have been left behind by the shift to remote teaching.	4.33	1.57	.34
I have often encountered technical problems with the class (unreliable Internet connection, audio/video issues, etc.).	3.15	1.52	.49
My computer is too slow for the remote teaching software.	4.50	1.54	.53
I lack access to printed materials and resources to prepare my classes.	4.16	1.72	.42
I am a bit uneasy about the possibility of my classes being seen by people other than only my students.	4.02	1.73	.44
My class has been crashed or ‘bombed’ by unauthorised participants.	5.48	1.14	.30
I have been getting spine-/backache from all the sitting in front of the computer.	2.71	1.60	.39
My eyes have been aching or dry from the prolonged screen time.	2.62	1.59	.42
Scale	34.97	7.84	.22

Concerns about future outcomes scale (N = 976, α and ω_h = .78, λ₆ = .74, ρ = 1)

Items	M	SD	r_tt
I find it difficult to evaluate students’ activity during online classes.	2.98	1.61	.64
I am unable to verify whether the students are learning.	3.22	1.54	.69
I am anxious that some students may be using the situation to cheat in their assignments/exams.	3.19	1.74	.44
I feel that remote teaching reduces my possibility to meet students’ individual/ special needs.	2.66	1.57	.57
Scale	12.04	5.00	.48

Technology engagement scale (N = 737, α = .76, ω_h = .75, λ₆ = .80, ρ = .87)

Items	M	SD	r_tt
I feel disengaged in the remote teaching.	3.74	1.65	.62
I am willing to devote more time to an online class.	3.88	1.47	.23
I have been trying my best to teach well during this time.	5.52	.94	.15
My course(s) is/are not my highest priority right now.	4.36	1.48	.30
I want this remote teaching to be over and to be back in a regular class!	2.62	1.57	.54
I preferred the ‘normal’ class format to the remote one I’m teaching now.	2.39	1.49	.51
The class is calmer and easier to control now.	3.69	1.55	.25
I have been trying to use this opportunity to make my classes inclusive and accessible to everyone, in line with universal design (UDL/508 compliant, e.g. accessible for students with disabilities).	3.98	1.63	.18
I have had to modify my lesson plans for remote teaching.	2.04	1.39	.19
I have eased the grading scheme.	2.69	1.57	.27
During this epidemic, I have felt that I have to alter not just the medium and method, but also the content of my classes.	2.80	1.56	.37
Teaching remotely, I feel like I’m speaking to a brick wall.	3.36	1.58	.50
I often ask students to split into pairs/groups/breakout rooms during the online class.	2.90	1.87	.22
Once this is over, at the very least I will have learnt some new tech skills and methods.	5.02	1.24	.32
I feel enthusiastic about this opportunity to learn new skills.	4.26	1.47	.46
I have been ________ productive than before.	2.97	1.46	.34
Do/Did you like the tools/software/platform you have been using to teach the online classes?	4.20	1.24	.51
Scale	60.42	11.64	.17