NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1006206
Record Type: Journal
Publication Date: 2013
Pages: 26
Abstractor: As Provided
Reference Count: 78
ISBN: N/A
ISSN: ISSN-0957-8234
Student Academic Optimism: A Confirmatory Factor Analysis
Tschannen-Moran, Megan; Bankole, Regina A.; Mitchell, Roxanne M.; Moore, Dennis M., Jr.
Journal of Educational Administration, v51 n2 p150-175 2013
Purpose: This research aims to add to the literature on Academic Optimism, a composite measure composed of teacher perceptions of trust in students, academic press, and collective efficacy by exploring a similar set of constructs from the student perceptive. The relationships between student trust in teachers, student perceptions of academic press, and student identification with school were examined as well as how they were individually and collectively related to student achievement in the schools in an urban school district. Design/methodology/approach: This study assessed the perceptions of students in 49 elementary, middle, and high schools in one urban district. The measures used included the Student Trust in Teachers Survey (Adams and Forsyth), the Identification with School Questionnaire (Voelkl), and an adaptation of Academic Press (Hoy, Hannum and Tschannen-Moran). Confirmatory factor analysis was employed to explore whether these three observed variables would form a latent variable called Student Academic Optimism. Finally, the relationship of Academic Optimism to student achievement, controlling for SES, was examined using SEM. Findings: Strong and significant relationships were found between all three of the observed variables. A CFA analysis confirmed that they formed a latent variable the authors called Student Academic Optimism. Student Academic Optimism had a significant direct effect on student achievement (b=0.73, p less than 0.01) while SES (percent of students eligible for the free and reduced lunch program) had a significant negative effect on student achievement (b=-0.37, p less than 0.01). Together student academic optimism and SES explained 67 percent of the variance in student achievement with student academic optimism making the largest contribution to the explanation. Social implications: The findings that Student Academic Optimism was unrelated to SES and that Student Academic Optimism has a significant effect on achievement over and above the effects of SES and student demographic characteristics leads the authors to consider the possibility that SES may not be as influential as once thought when other conditions of the school environment are taken into consideration. Originality/value: This study makes a unique contribution to the literature by focusing on the perspectives of students and by linking the measures of three important dynamics within schools to form a new construct: Student Academic Optimism. (Contains 8 tables and 2 figures.)
Emerald Group Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emeraldinsight.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A