Development and Initial Validation of a Measure of Academic Behaviors Associated with College and Career Readiness

Autor/inn/en	Lombardi, Allison; Seburn, Mary; Conley, David
Titel	Development and Initial Validation of a Measure of Academic Behaviors Associated with College and Career Readiness
Quelle	In: Journal of Career Assessment, 19 (2011) 4, S.375-391 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1069-0727
DOI	10.1177/1069072711409345
Schlagwörter	Factor Structure; Factor Analysis; Psychometrics; Validity; Correlation; Academic Achievement; High School Students; Measures (Individuals); Scores; Goodness of Fit; Study Skills; Academic Persistence; Goal Orientation; Metacognition; Gender Differences; Race; Careers; College Attendance + Suchen Sie Ihr Suchwort? Faktorenstruktur; Faktorenanalyse; Psychometry; Psychometrie; Gültigkeit; Korrelation; Schulleistung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Messdaten; Studientechnik; Zielorientierung; Zielvorstellung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Geschlechterkonflikt; Rasse; Abstammung; Career; Karriere; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit
Abstract	In this cross-validation study, the authors examined the psychometric properties of a measure of academic behaviors associated with college and career readiness intended for high school students. An exploratory factor analysis (EFA) was conducted with a randomly selected portion of the sample (n = 413) and resulted in four reliable factors: Goal-driven Behaviors, Persistence, Study Skills, and Self-Monitoring. A confirmatory factor analysis was conducted with the remaining sample (n = 610). Goodness-of-fit indices indicated acceptable model fit. Follow-up analyses revealed significant differences in factor scores among 9th grade students according to gender and race but no significant differences between students in grades 10 through 12, showing the measure functions similarly across students for the most part and particularly for students approaching graduation. Implications for use as a value-added assessment in secondary environments are discussed. (Contains 3 tables and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10