Establishing Construct Validity of a Measure of Adolescent Perceptions of College and Career Readiness

Autor/inn/en	Lombardi, Allison R.; Rifenbark, Graham G.; Rogers, H. Jane; Swaminathan, Hariharan; Taconet, Ashley; Mazzotti, Valerie L.; Morningstar, Mary E.; Wu, Rongxiu; Langdon, Shannon
Titel	Establishing Construct Validity of a Measure of Adolescent Perceptions of College and Career Readiness
Quelle	In: Career Development and Transition for Exceptional Individuals, 46 (2023) 1, S.4-14 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lombardi, Allison R.) ORCID (Taconet, Ashley) ORCID (Mazzotti, Valerie L.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-1434
DOI	10.1177/21651434221081229
Schlagwörter	Test Validity; Construct Validity; Adolescents; College Readiness; Career Readiness; Students with Disabilities; High School Students; Student Responsibility; Learner Engagement; Interpersonal Relationship; Career Development; Academic Achievement; Attendance; College Entrance Examinations; Scores; Skills; Connecticut; Maryland; Pennsylvania + Suchen Sie Ihr Suchwort? Testvalidität; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; High school; High schools; Oberschule; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Berufsentwicklung; Schulleistung; Anwesenheit; Aufnahmeprüfung; Skill; Fertigkeit
Abstract	The purpose of this study was to establish construct validity of a college and career readiness measure using a sample of youth with (n = 356) and without (n = 1,599) disabilities from five high schools across three U.S. states. We established content validity through expert item review, structural validity through initial field-testing, and convergent validity by correlating domain scores with school academic and behavioral data. A four-factor measurement model emerged representing the domains Ownership of Learning, Academic Engagement and Processes, Interpersonal Engagement, and Career Development. Domain scores were significantly correlated with achievement, college admission exam scores, and attendance. Implications for research and practice with an emphasis on transition service delivery via multi-tiered systems of support are discussed. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01