ERIC Number: EJ1171031
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
Student-to-Student Confirmation in the College Classroom: The Development and Validation of the Student-to-Student Confirmation Scale
LaBelle, Sara; Johnson, Zac D.
Communication Education, v67 n2 p185-205 2018
Three studies were conducted to generate a valid and reliable instrument to measure student-to-student confirmation. Study One (N = 396) sought to establish a factor structure based on previous research. Study Two (N = 396) sought to confirm this factor structure and assess criterion-related validity. Study Three (N = 283) sought to assess construct (i.e., convergent and discriminant) validity, as well as to provide further confirmation of the factor structure. Consistent with previous research on the construct, the Student-to-Student Confirmation Scale developed in this study consists of three factors: acknowledgement, assistance, and individual attention. In support of the scale's validity, these factors are positively related to classroom connectedness, affect for course content and instructor, perceived cognitive learning, state motivation, and academic self-efficacy. Further, student-to-student confirmation is related to, and distinct from, student academic support.
Descriptors: College Students, Peer Relationship, Interpersonal Communication, Measures (Individuals), Likert Scales, Test Construction, Test Validity, Test Reliability, Factor Structure, Factor Analysis, Criterion Referenced Tests, Classroom Communication, Psychological Characteristics, Student Motivation, Self Efficacy, Construct Validity, Correlation, Hypothesis Testing, Statistical Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A