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ERIC Number: EJ1047515
Record Type: Journal
Publication Date: 2015-Jan
Pages: 17
Abstractor: As Provided
Reference Count: 38
ISSN: ISSN-0016-9862
Psychometric Properties of the School Attitude Assessment Survey-Revised with International Baccalaureate High School Students
Dedrick, Robert F.; Shaunessy-Dedrick, Elizabeth; Suldo, Shannon M.; Ferron, John M.
Gifted Child Quarterly, v59 n1 p38-54 Jan 2015
In two studies (ns = 312 and 1,149) with 9- to 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). 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 with 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.
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education; Grade 9; Junior High Schools; Middle Schools; Grade 10; Grade 11; Grade 12
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305A100911