ERIC Number: EJ993590
Record Type: Journal
Publication Date: 2012
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0271-9517
EISSN: N/A
Assessing Academic Advising Outcomes Using Social Cognitive Theory: A Validity and Reliability Study
Erlich, Richard J.; Russ-Eft, Darlene F.
NACADA Journal, v32 n2 p68-84 Fall 2012
The validity and reliability of three instruments, the "Counselor Rubric for Gauging Student Understanding of Academic Planning," micro-analytic questions, and the "Student Survey for Understanding Academic Planning," all based on social cognitive theory, were tested as means to assess self-efficacy and self-regulated learning in college academic planning. The rubric assessed pre- and post-intervention self-regulated learning of academic-planning strategy levels. The micro-analytic questions assessed self-regulated learning during forethought and self-reflection phases. Post-intervention self-efficacy in academic planning and retrospectively evaluated pre-intervention self-efficacy were measured by the survey. All three instruments showed strong validity and reliability, but the survey did not distinguish between different self-efficacy challenge levels. (Contains 11 tables.)
Descriptors: Academic Advising, Educational Planning, Self Efficacy, Intervention, Epistemology, Student Surveys, Social Cognition, Test Reliability, Test Validity, Scoring Rubrics, Pretests Posttests, Replication (Evaluation), Beliefs, Program Validation
National Academic Advising Association. NACADA Executive Office, Kansas State University, 2323 Anderson Avenue Suite 225, Manhattan, KS 66502-2912. Tel: 785-532-5717; Fax: 785-532-7732; e-mail: nacada@ksu.edu; Web site: http://www.nacada.ksu.edu
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A