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The Predictive Validity of Subscales of An Academic Self-Concept Measure Administered Nine Semesters Prior To Acquisition of Criterion Data Reflecting School Achievement.
Darakjian, Gregory P.; And Others – Educational and Psychological Measurement, 1984
In a longitudinal investigation of 179 seventh graders, the current investigation covers a surviving sample of eleventh graders. Predictive validity coefficients of five Dimensions of Self-Concept (DOSC), Form S subscales were ascertained relative to total grade point average (GPA) and to GPA in several subjects during three enrollment periods.…
Descriptors: Academic Achievement, Grade Point Average, Longitudinal Studies, Predictive Validity
The Long-Term Comparative Predictive Validities of Standardized Measures of Achievement and Academic Self-Concept for a Sample of Secondary School Students.
Darakjian, Gregory P.; Michael, William B. – Educational and Psychological Measurement, 1983
Comparative predictive validities of 147 secondary school students were examined for six subtests of the SRA Assessment Survey and for five subscales of the Dimensions of Self-Concept relative to overall/grade point average (GPA) earned and to GPA achieved in English and mathematics courses. (Author)
Descriptors: Academic Aspiration, Achievement Tests, English Instruction, Grade Point Average
The Short-Term Predictive Validity of a Standardized Reading Test and of Scales Reflecting Six Dimensions of Academic Self-Concept Relative to Selected High School Achievement Criteria for Four Ethnic Groups.
Lehn, Thomas; And Others – Educational and Psychological Measurement, 1980
Based on a sample of eleventh grade students from different ethnic backgrounds, (1) a reading test was a more valid predictor of academic success than academic self-concept; (2) aspiration and academic interest were valid predictors of school achievements; and (3) a combination of cognitive and affective measures was the most valid predictor.…
Descriptors: Academic Achievement, Academic Aspiration, Anxiety, Cognitive Tests
Cognitive and Affective Factor Dimensions in Each of Four High School Samples of Different Ethnicity.
Michael, William B.; And Others – Educational and Psychological Measurement, 1980
This investigation is an extension of TM 506 002. A factor analysis of the intercorrelations of academic self-concept and reading scores revealed three factors: Academic Achievement, Positive Academic Affect, and Anxiety. The results also showed that the factor structure served to explain the criterion-related validity coeffecients obtained in the…
Descriptors: Academic Achievement, Academic Aspiration, Affective Measures, Anxiety
Comparative Validities of Standardized Academic Self-Concept Scales and Achievement Test Measures and of Teacher Ratings of Citizenship and Effort in Forecasting Performance of Junior High School Students.
Darakjian, Gregory P.; Michael, William B. – Educational and Psychological Measurement, 1982
The validity of academic self-concept, achievement test scores, and teacher ratings in predicting grade point average and proficiency test scores for junior high school students was examined. All validity coefficiencts were statistically significant. (Author/BW)
Descriptors: Academic Achievement, Achievement Tests, Grades (Scholastic), Junior High Schools