Student Academic Optimism: A Confirmatory Factor Analysis

Autor/inn/en	Tschannen-Moran, Megan; Bankole, Regina A.; Mitchell, Roxanne M.; Moore, Dennis M., Jr.
Titel	Student Academic Optimism: A Confirmatory Factor Analysis
Quelle	In: Journal of Educational Administration, 51 (2013) 2, S.150-175 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-8234
DOI	10.1108/09578231311304689
Schlagwörter	Academic Achievement; Factor Analysis; Identification; Educational Environment; Student Attitudes; Lunch Programs; Urban Schools; Teacher Attitudes; Trust (Psychology); Elementary School Students; Middle School Students; Secondary School Students; Predictor Variables; Socioeconomic Status; Correlation; Questionnaires + Suchen Sie Ihr Suchwort? Schulleistung; Faktorenanalyse; Identifikation; Identifizierung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schülerverhalten; Mittagessen; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Lehrerverhalten; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Sekundarschüler; Prädiktor; Socio-economic status; Sozioökonomischer Status; Korrelation; Fragebogen
Abstract	Purpose: This research aims to add to the literature on Academic Optimism, a composite measure composed of teacher perceptions of trust in students, academic press, and collective efficacy by exploring a similar set of constructs from the student perceptive. The relationships between student trust in teachers, student perceptions of academic press, and student identification with school were examined as well as how they were individually and collectively related to student achievement in the schools in an urban school district. Design/methodology/approach: This study assessed the perceptions of students in 49 elementary, middle, and high schools in one urban district. The measures used included the Student Trust in Teachers Survey (Adams and Forsyth), the Identification with School Questionnaire (Voelkl), and an adaptation of Academic Press (Hoy, Hannum and Tschannen-Moran). Confirmatory factor analysis was employed to explore whether these three observed variables would form a latent variable called Student Academic Optimism. Finally, the relationship of Academic Optimism to student achievement, controlling for SES, was examined using SEM. Findings: Strong and significant relationships were found between all three of the observed variables. A CFA analysis confirmed that they formed a latent variable the authors called Student Academic Optimism. Student Academic Optimism had a significant direct effect on student achievement (b=0.73, p less than 0.01) while SES (percent of students eligible for the free and reduced lunch program) had a significant negative effect on student achievement (b=-0.37, p less than 0.01). Together student academic optimism and SES explained 67 percent of the variance in student achievement with student academic optimism making the largest contribution to the explanation. Social implications: The findings that Student Academic Optimism was unrelated to SES and that Student Academic Optimism has a significant effect on achievement over and above the effects of SES and student demographic characteristics leads the authors to consider the possibility that SES may not be as influential as once thought when other conditions of the school environment are taken into consideration. Originality/value: This study makes a unique contribution to the literature by focusing on the perspectives of students and by linking the measures of three important dynamics within schools to form a new construct: Student Academic Optimism. (Contains 8 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10