The High School Competencies Scale (H-Comp Scale): A First Validation Study

Abstract

Researchers widely explored non-intellective study factors because they play a central role in academic performance and are potentially more modifiable than intellective ones. The scientific literature suggests that the non-intellective factors can be classified into three main areas: self-concept, which refers to self-esteem and efficacy, motivation and emotional reactions; the area of study, related to study dedication and operative skills; and the area of relationships, comprising those with family, fellow students and teachers. Basing on these findings, the C-Comp Scale has been developed and tested in the past, addressed to college students. This study aimed to adapt and test a new version of this questionnaire on high school students. Methods. A pilot study was conducted on 364 Italian high school students to adapt and test the new version of the questionnaire, called the H-Comp Scale. The following study, conducted on 792 Italian high school students, provided further evidence of its reliability, structural validity, and concurrent validity with general self-efficacy, academic self-efficacy, social self-efficacy, and academic performance. Results. The H-Comp Scale showed to possess excellent reliability and structural and concurrent validity. The final version is composed of twelve subscales, aggregated in three areas, with just 48 items: Study (Intrinsic Motivation, Extrinsic Motivation, Time Management, Study Dedication), Self (Learning Assessment, General Self-Esteem, Self-Efficacy, Reaction to Failures, Emotional Control), and Relationships (Family Relationships, Fellow Student Relationships, Teacher Relationships). Conclusions. The H-Comp Scale would be a useful and easy-to-use instrument to support school counselors, tutors, teachers, and researchers in exploring different types of non-intellective variables, to better project educational intervention aimed to improve high school students’ academic performance and satisfaction.

Courage as Mediator between Positive Resources and General/Domain-Specific Well-Being Indices

“…In the construction of a career path, academic satisfaction can play a central role; it concerns the enjoyment of one’s academic experiences related to being a student [ 6 ] and the achievement of one’s academic goals and aspirations [ 7 ] and can influence the career choices and general well-being experienced by students. Indeed, multiple studies [ 7 , 8 , 9 , 10 , 11 , 12 , 13 ] have shown that academic satisfaction is positively correlated to many non-intellectual skills of students (self-efficacy, motivation, etc. ), academic performance, and study paths coherent with students’ professional interests, while it is negatively correlated with professional indecision [ 8 , 9 , 10 , 11 , 12 , 13 ].…”

“…Indeed, multiple studies [ 7 , 8 , 9 , 10 , 11 , 12 , 13 ] have shown that academic satisfaction is positively correlated to many non-intellectual skills of students (self-efficacy, motivation, etc. ), academic performance, and study paths coherent with students’ professional interests, while it is negatively correlated with professional indecision [ 8 , 9 , 10 , 11 , 12 , 13 ].…”

Use of Restorative Justice and Restorative Practices at School: A Systematic Literature Review

“…In addition, the restorative approach can contribute to a significant reduction in school exclusion and inequalities of gender, race, and socioeconomic status [ 61 ]. In this perspective, a more general focus can be found in the use of the restorative approach for the management and promotion of interpersonal relationships: positive relationships in the school context (with parents, teachers, peers) are associated with positive outcomes in many spheres of children’s and adolescents’ individual and educational development, affecting school engagement, achievement, and well-being [ 62 ]. Scientific research on youth well-being adopts perspectives that aim at improving the quality of life of people, with a specific focus on those protective factors at an individual and contextual level (for example, positive school adaptation) that can promote well-being and/or favour factors and behaviours harmful to health [ 63 , 64 ].…”

Risk Intelligence as a Resource in Career Transition: The Role of College Satisfaction on the Visions about Future Jobs

“…Numerous factors influence academic success, and some authors [ 13 ] have ranked predictors of academic achievement by personality traits or dimensions, motivation, self-regulation, and psychosocial and relational factors. The interest in the study of nonintellectual factors derives from the fact that they can be improved [ 14 , 15 ], and this represents an important working area for career counseling activities. Some dimensions have been extensively studied in their relationship to academic achievement: self-efficacy positively influences career exploration [ 16 ] and academic achievement [ 17 ]; academic achievement is positively correlated with self-esteem [ 18 , 19 , 20 , 21 , 22 ]; Creed, Patton, and Bartrum [ 23 ] showed that optimism is related to high levels of career planning, exploration, decision-making confidence, and career-related goals; hope correlates positively with career planning [ 24 ] and vocational identity [ 25 , 26 ].…”