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ERIC Number: EJ1117950
Record Type: Journal
Publication Date: 2016
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1359-8139
EISSN: N/A
Is Having Low Motivation the Same as Not Having High Motivation? Comparing the CSAS-R and the SAAS-R
McCoach, Betsy; Newton, Sarah D.; Siegle, Del; Baslanti, Ugur; Picho, Katherine
High Ability Studies, v27 n1 p61-81 2016
The purpose of the current study was to examine the relationships among the Challenges to Scholastic Achievement Scale-Revised (CSAS-R) and The School Attitude Assessment Survey-Revised (SAAS-R) items and factors to determine whether the negative scales on the CSAS-R seemed to be measuring the same constructs as those that are measured on the SAAS-R. All SAAS-R items are positively worded, and all subscales are designed to measure positive manifestations of the constructs. The CSAS-R is a complementary instrument to the SAAS-R. All items represent negative manifestations of attitudes, cognitions, or behaviors. For this study, we focused on the four constructs from the SAAS-R and the CSAS that are directly comparable and complementary: positive and negative academic self-perceptions, positive and negative attitudes toward teachers and classes, high and low goal valuation, and regulated and unregulated study behavior. This comparison of CSAS-R and SAAS-R examined alternative conceptions of the dimensionality of the positive items (from the SAAS-R) and the negative items (from the CSAS-R) in an effort to better understand whether agreeing to statements about negative behaviors or attitudes seemed to represent the polar opposite of disagreeing to statements about positive behaviors or attitudes.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive; Tests/Questionnaires
Education Level: Middle Schools; Secondary Education; Junior High Schools; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A