A Psychometric Examination of Self-Efficacy, College Readiness, Socioeconomic Status, and Standardized Admissions Testing: A Structural Equation Model

Autor/in	Jennings, Anthony Edward
Titel	A Psychometric Examination of Self-Efficacy, College Readiness, Socioeconomic Status, and Standardized Admissions Testing: A Structural Equation Model
Quelle	(2022), (149 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Manhattanville College
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-4268-4024-9
Schlagwörter	Hochschulschrift; Dissertation; Longitudinal Studies; Secondary School Students; College Readiness; Academic Achievement; Scores; Self Efficacy; Socioeconomic Status; Standardized Tests; Predictor Variables; Teacher Influence; School Counselors; Course Selection (Students); Low Income Students; High School Longitudinal Study of 2009 (NCES) + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Sekundarschüler; Schulleistung; Self-efficacy; Selbstwirksamkeit; Socio-economic status; Sozioökonomischer Status; Standadised tests; Standardisierter Test; Prädiktor; School counselor; Beratungslehrer; Pädagogischer Berater; Course selection; Student; Students; Kurswahl
Abstract	Constructs like socioeconomic status (SES), college readiness, and self-efficacy have been studied primarily in context of their relationship to student academic performance outcomes. This study recognizes the gap in the literature of research focus on the influence such factors can have on test takers of standardized admissions tests. The public access database of the High School Longitudinal Study of 2009 (HSLS-09) was examined quantitatively utilizing structural equation modeling to apply factor analysis as a method of evaluating correlations among latent variables to assess relationships influencing test taker performance. HSLS-09 contains data from over 20,000 students at 900 public and private secondary schools across the USA. Exploratory factor analysis and confirmatory factor analysis revealed high correlation of college readiness related variables, consistent with Beecher and Sweeny (2008), indicating teachers and guidance counselors may have an opportunity to positively influence test performance and academic achievement by advocating and supporting challenging curriculum choices. Correlation among self-efficacy related variables is consistent with Xuan et al. (2019), which observed teacher to student relationships may be more impactful on standardized test performance and academic achievement for low SES students than poverty and lack of resources for the students who may perceive themselves as a function of interactions with teachers who are viewed as either positive or negative. Recommendations for future research include the impacts that SES, college readiness, and self-efficacy may have on college entrance test scores, which were suppressed to student researchers in the HSLS-09 data set. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01