Development of an Instrument to Measure Student Use of Academic Success Skills

Carey, John C.; Brigman, Greg; Webb, Linda; Villares, Elizabeth; Harrington, Karen

doi:10.1177/0748175613505622

Cited by 9 publications

(14 citation statements)

References 19 publications

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“…Scores on the total scale were distributed normally with a mean of 65.83 and a standard deviation of 15.44. Exploratory (Carey, Brigman, Webb, Villares, & Harrington, 2014) and confirmatory factor analyses (Brigman et al, 2015) indicated that the SESSS has three underlying factors relating to Self‐Direction of Learning, Support of Classmates Learning, and Self‐Regulation of Arousal. A study of the convergent and divergent validity of the SESSS survey (Villares et al, 2014) indicated that these subscales correlated highly with the MSLQ Cognitive Strategy Use and Self‐Regulation subscales but did not correlate with the MSLQ Test Anxiety subscale.…”

Section: Methodsmentioning

confidence: 99%

Results of a Randomized Controlled Trial of the Student Success Skills Program on Grade 5 Students’ Academic and Behavioral Outcomes

Webb

Brigman

Carey

et al. 2019

Jour of Counseling & Develop

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A randomized controlled trial of Student Success Skills (SSS) was conducted to determine the effect of the classroom program on Grade 5 students’ (N = 4,305) standardized test scores and proximal socioemotional variables associated with academic achievement. The SSS program was delivered by school counselors and reinforced through cuing and coaching by classroom teachers, which reflects the advocating student‐within‐environment approach to school counseling (Lemberger‐Truelove & Bowers, 2018). Hierarchical linear modeling analyses revealed the SSS program affected the treatment students’ behavioral engagement, disruption, assertion, cooperation, and test anxiety but did not result in a statistically significant difference on the participants’ reading and mathematics test scores. Implications for practice and further research are discussed.

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Section: Methodsmentioning

confidence: 99%

Results of a Randomized Controlled Trial of the Student Success Skills Program on Grade 5 Students’ Academic and Behavioral Outcomes

Webb

Brigman

Carey

et al. 2019

Jour of Counseling & Develop

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“…For example,Walstad and Rebeck (2001) give the names and affiliations of all experts involved in the development of their "Test of Economic Literacy" (pp [3][4]68)…”

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confidence: 99%

Ensuring content validity of psychological and educational tests – the role of experts

Beck

2020

FLR

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Many test developers try to ensure the content validity of their tests by having external experts review the items, e.g. in terms of relevance, difficulty, or clarity. Although this approach is widely accepted, a closer look reveals several pitfalls need to be avoided if experts' advice is to be truly helpful. The purpose of this paper is to exemplarily describe and critically analyse widespread practices of involving experts to ensure the content validity of tests. First, I offer a classification of tasks that experts are given by test developers, as reported on in the respective literature. Second, taking an exploratory approach by means of a qualitative meta-analysis, I review a sample of reports on test development (N = 72) to identify the common current procedures for selecting and consulting experts. Results indicate that often the choice of experts seems to be somewhat arbitrary, the questions posed to experts lack precision, and the methods used to evaluate experts' feedback are questionable. Third, given these findings I explore in more depth what prerequisites are necessary for their contributions to be useful in ensuring the content validity of tests. Main results are (i) that test developers, contrary to some practice, should not ask for information that they can reliably ascertain themselves ("truth-apt statements"). (ii) Average values from the answers of the experts which are often calculated rarely provide reliable information about the quality of test items or a test. (iii) Making judgements about some aspects of the quality of test items (e.g. comprehensibility, plausibility of distractors) could lead experts to unreliable speculations. (iv)When several experts respond by giving incompatible or even contradictory answers, there is almost always no criterion enabling a decision between them. In conclusion, explicit guidelines on this matter need to be elaborated and standardised (above all, by the AERA, APA, and NCME "Standards").

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“…The SESSS is a 33-item student self-report of cognitive engagement in SSS program skills and strategies, using language specific to the SSS curriculum, and takes approximately 15 minutes to complete (Carey, Brigman, Webb, Villares, & Harrington, 2013). Students are asked to circle how often they have engaged in a list of behaviors within the last 2 weeks (e.g., "I tried to encourage a classmate who was having a hard time doing something," "I noticed when another student was having a bad day," "I listened to music so that I would feel less stressed").…”

Section: Student Engagement In School Success Skills Surveymentioning

confidence: 99%

“…The SESSS is intended for use with students in grades 3-12. Though a four-factor model was first revealed in an exploratory factor analysis conducted by Carey et al (2013), a subsequent confirmatory factor analysis revealed the following three factors: selfdirection of learning (which represents the combination of two original factors-management of learning and application of learning strategies), support of classmates' learning and self-regulation of arousal, which correspond to the three subscales of the SESSS (Brigman et al, 2014). Coefficient alphas for the three SESSS subscales were as follows: self-direction of learning: 0.89, support of classmates' learning: 0.79 self-regulation of arousal: 0.68, and 0.90 for the SESSS as a whole , indicating good internal consistency.…”

Section: Student Engagement In School Success Skills Surveymentioning

confidence: 99%

Effect of Participation in Student Success Skills on Prosocial and Bullying Behavior

Mariani¹,

Webb²,

Villares³

et al. 2015

TPC

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This study involved fifth-grade students (N = 336) from one Florida school district and examined prosocial behaviors, bullying behaviors, engagement in school success skills and perceptions of classroom climate between the treatment group who received the school counselor-led Student Success Skills classroom guidance program, and their peer counterparts (comparison group). Statistically significant differences were found (p values ranged from .000-.019), along with partial eta-squared effect sizes ranging from .01 (small) to .26 (quite large) between groups. Evidence supported the Student Success Skills classroom program as a positive intervention for affecting student engagement, perceptions and behavior.

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Development of an Instrument to Measure Student Use of Academic Success Skills

Cited by 9 publications

References 19 publications

Results of a Randomized Controlled Trial of the Student Success Skills Program on Grade 5 Students’ Academic and Behavioral Outcomes

Results of a Randomized Controlled Trial of the Student Success Skills Program on Grade 5 Students’ Academic and Behavioral Outcomes

Ensuring content validity of psychological and educational tests – the role of experts

Effect of Participation in Student Success Skills on Prosocial and Bullying Behavior

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