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ERIC Number: ED337322
Record Type: Non-Journal
Publication Date: 1990-Mar
Pages: 18
Abstractor: N/A
Reference Count: N/A
Inventory of Personal Skills for Achievement: Validity and Reliability Study of an Instrument for Identifying Educationally At-Risk Junior [High] School Students.
Leaseburg, Melinda G.; And Others
This paper describes the development and test of an early-warning instrument for identifying at-risk students aged 10-15. A statistically sound test to identify at-risk high school students existed in the Personal Skills Map--Adolescent version (PSMA-A). This study used a modified version of PSM-A , which was renamed Personal Skills for Achievement (IPSA). IPSA evaluates students in four domains: school, home, peer relationships, and internal dialogue. IPSA was administered to 4,300 students in Grades 5-8 from 26 schools in 8 states. Both rural and urban schools were represented that contained populations of White, Black, Hispanic, Asian, and American Indian students. Responses were analyzed using principle components varimax factor rotation and univariate analysis of variance. IPSA was found to be a valid and reliable instrument to use with this population. The original 11 subscales of PSM-A were regrouped via the factor analysis into nine new factors with reliability of .53-.98. These factors were labeled fulfunctioning, stress and control issues, need to change, decision and time management, anger regulation, striving attitudes, friendship dilemma, peer influence, and crisis potential. The internal consistency of IPSA was .95 on its 189 questions. IPSA differentiated students in regular classrooms from educationally at-risk students on six of the nine factors, and from special education students on eight factors. Rural students were significantly different from urban students on four factors and showed greater variability (standard deviation). This paper contains 63 references. (SV)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A