Psychometric Properties of the School Attitude Assessment Survey–Revised With International Baccalaureate High School Students

Abstract

is a 35-item survey instrument designed to measure five psychological factors associated with students' academic achievement. The five factors are Academic Self-Perceptions, Attitudes Toward Teachers, Attitudes Toward School, Goal Valuation, and Motivation/Self-Regulation. The SAAS-R, which uses a 7-point response scale (1 = strongly disagree to 7 = strongly agree), has been used with diverse groups of students, including academically gifted achievers and underachievers (e.g., Matthews & McBee, 2007), with the five factors serving various roles in research studies (e.g., outcome variable, predictor, mediator). A summary of studies that have used the SAAS-R is available online as supplemental materials (Appendix A; all supplemental materials are available online at http://gcq.sagepub.com/supplemental).McCoach and Siegle (2003a), the developers of the measure, provided initial psychometric support of the SAAS-R using confirmatory factor analysis (CFA) and comparative analyses that tested differences on the means of the five SAAS-R factors between gifted high achievers and gifted underachievers. Suldo, Shaffer, and Shaunessy (2008) added to the psychometric support for the SAAS-R using exploratory and confirmatory factor analyses, correlational analyses of theoretically related variables (e.g., school climate, school satisfaction, academic self-efficacy, in-school conduct, time spent on homework), and comparative analyses that tested differences on the means of the five SAAS-R factors among high school students with low, average, and high achievement. Recently, Davie (2012) used CFA and provided support for the five-factor model underlying the SAAS-R, finding acceptable model fit (i.e., comparative fit index [CFI] = .94, Tucker-Lewis index [TLI] = .94, root mean square error of approximation [RMSEA] = .05, and standardized root mean square residual [SRMR] = .04) in a 559596G CQXXX10.1177/0016986214559596Gifted Child QuarterlyDedrick et al.

The role of emotions, motivation, and learning behavior in underachievement and results of an intervention

“…Van Boxtel and Mönks (1992) found lower levels of self-concept among gifted underachievers when comparing them to those of gifted achievers in secondary school. Similar results were found in studies by Figg, Rogers, McCormick, and Low (2012) and by Matthews and McBee (2007), who also studied secondary school students, and by Dedrick, Shaunessy-Dedrick, Suldo, and Ferron (2015), who examined college students. Kanoy, Johnson, and Kanoy (1980) also found lower self-concept levels among young gifted underachievers in fourth grade.…”

Attribute‐Level and Pattern‐Level Classification Consistency and Accuracy Indices for Cognitive Diagnostic Assessment

“…We would note that the new indices are sampledependent because they can be computed using the response vectors or test scores. Thus, the reliability and validity of test scores should be reexamined in a new context or with different groups (Dedrick, Shaunessy-Dedrick, Suldo, & Ferron, 2015). So far, we have only focused on point estimates of the indices.…”

Predictors of adaptive help seeking across ninth‐grade students enrolled in Advanced Placement and International Baccalaureate courses

“…In addition, all five factors (including the ASP) have been found to correlate with each other, with interfactor correlations ranging from 0.34 to 0.74. McCoach and Siegle () also reported the ASP subscale as reliable (α = 0.86); and Dedrick, Shaunessy‐Dedrick, Suldo, and Ferron () reported a high Cronbach's alpha coefficient for the ASP subscale (α = 0.88) in a study that involved 589 pre‐IB 9th‐ and 10th‐grade students. In the current study, Cronbach alpha for the ASP was 0.89.…”