The Academic Performance Stages of Change Inventory (APSCI): An application of the Transtheoretical Model to academic performance

Abstract

The Transtheoretical Model (TTM) conceptualizes change as a process with five identifiable stages. Each stage has psychological characteristics that are manifestations of an underlying continuum of change. Surprisingly few studies have applied the TTM to understand the process involved with academic development. The objective of this study was to assess a new instrument designed to measure the stages of change in the development of academic performance: the Academic Performance St... Resumo: O Modelo Transteórico (MTT) conceptualizes mudança como um processo com cinco estágios identificáveis. Cada fase tem características psicológicas que são manifestações de um contínuo subjacente de mudança. Surpreendentemente poucos estudos têm aplicado o TTM para entender o processo envolvido com o desenvolvimento acadêmico. O objetivo deste estudo foi avaliar um novo instrumento concebido para medir os estágios de mudança no desenvolvimento de desempenho acadêmico: os estágios desempenh... Editor Taylor & Francis Online Palavras Chave Modelo Transteórico, estágios de mudança, desempenho académico, psicométricos, Estágios desempenho académico de alteração de inventário Tipo article Revisão de Pares Não Coleções [ULP-IPCE] Artigos Esta página foi gerada automaticamente em 2020-10-02T12:30:01Z com informação proveniente do Repositório

Functions of Identity in the Context of Being a Student: Development and Validation of the Functions of Student Identity Scale

“…The instrument consists of 14 items, all scored on a five-point Likert-type scale. Consistent with the theory of stages of change, Moreira et al (2018) showed through exploratory and confirmatory factor analyses that these items correspond to five distinct stages. These stages, moving from least to most motivated, are: Precontemplation (3-items, e.g.…”

“…"There are days when I do what I can to improve my grades, but there are other days when I can't", alpha = .57). As well demonstrating that these five scales had generally good internal consistency, Moreira et al (2018) also showed that the five-factor model was invariant across gender and school grades: the construct of stages of change was equivalent for boys and girls, and at different ages.…”

“…Furthermore, because identity is theorised to influence behaviour change by shaping behavioral intentions it follows that students scoring high on our measure should also do so for an indicator of active behavioral change. We shall use the Academic Stages of Change Inventory (Moreira, Moreira, Cunha, & Inman, 2018), which measures behavioral change in terms of five stages moving from an absence of motivation to change to contemplation, preparation, active implementation of change, and finally maintenance of changed behaviors.…”

“…Academic Performance Stages of Change (APSCI). The APSCI (Moreira et al, 2018) is a self-report measure of student motivation to improve academic performance. The instrument consists of 14 items, all scored on a five-point Likert-type scale.…”

Applying the transtheoretical model to adolescent academic performance using a person-centered approach: A latent cluster analysis

“…The constructs and sociocognitive processes associated with the TTM map well onto the development of academic performance. According to Moreira, Moreira, Cunha, and Inman (2018), improving academic performance can be conceptualized as movement across five discrete academic performance SoCs:…”