Psychometric Properties of the School Attitude Assessment Survey-Revised with International Baccalaureate (IB) High School Students

Autor/inn/en	Dedrick, Robert F.; Shaunessy-Dedrick, Elizabeth; Suldo, Shannon M.; Ferron, John
Titel	Psychometric Properties of the School Attitude Assessment Survey-Revised with International Baccalaureate (IB) High School Students
Quelle	(2015), (75 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Psychometrics; High School Students; Advanced Placement Programs; Attitude Measures; Test Reliability; Factor Structure; Measurement Techniques; Error of Measurement; Test Validity; Scores; Factor Analysis; Structural Equation Models; Academic Achievement; Grade Point Average; Grade 9; Grade 10; Grade 11; Grade 12; Questionnaires; Multiple Regression Analysis; Academically Gifted + Suchen Sie Ihr Suchwort? Psychometry; Psychometrie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Testreliabilität; Faktorenstruktur; Messtechnik; Messfehler; Testvalidität; Faktorenanalyse; Schulleistung; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Fragebogen
Abstract	In two studies (ns = 312 and 1149) with 9-12 grade students in pre-International Baccalaureate (IB) and IB Diploma programs, we evaluated the reliability, factor structure, measurement invariance, and criterion-related validity of the scores from the School Attitude Assessment Survey-Revised (SAAS-R; McCoach & Siegle, 2003a). Reliabilities of the five SAAS-R subscale scores were good (as > 0.80) for pre-IB (grades 9-10) and IB students (grades 11-12). Study 1 model fit indices for the five-factor SAAS-R model from confirmatory factor analyses showed greater misfit than those previously reported by McCoach and Siegle. In contrast, Study 2 fit indices for the five-factor model with pre-IB and IB students were similar to values reported by McCoach and Siegle. Tests of measurement invariance in Study 2 using multigroup confirmatory factor analysis identified three items within the Motivation/Self-Regulation subscale that differed in their item intercepts (i.e., uniform differential item functioning) with pre-IB students endorsing these items more strongly compared to IB students. Based on these results along with evidence of criterion-related validity as reflected in the moderate statistical relations between the SAAS-R subscales and students' GPAs, the SAAS-R shows promise as a research tool that can be used to examine the psychological factors associated with pre-IB and IB students' academic achievement. [This paper was published in "Gifted Child Quarterly" v59 n1 p38-54 2015 (EJ1047515).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01