TY - JOUR
T1 - Psychometric Properties of the School Attitude Assessment Survey–Revised With International Baccalaureate High School Students
AU - Dedrick, Robert F.
AU - Shaunessy-Dedrick, Elizabeth
AU - Suldo, Shannon M.
AU - Ferron, John M.
PY - 2015/1/1
Y1 - 2015/1/1
N2 - In two studies ( n s = 312 and 1,149) with 9- to 12-grade students in pre–International Baccalaureate (IB) and IB Diploma programs, we evaluated the reliability, factor structure, measurement invariance, and criterion-related validity of the scores from the School Attitude Assessment Survey–Revised (SAAS-R). Reliabilities of the five SAAS-R subscale scores were good (αs > .80) for pre-IB (Grades 9-10) and IB students (Grades 11-12). Study 1 model fit indices for the five-factor SAAS-R model from confirmatory factor analyses showed greater misfit than those previously reported by McCoach and Siegle. In contrast, Study 2 fit indices for the five-factor model with pre-IB and IB students were similar to values reported by McCoach and Siegle. Tests of measurement invariance in Study 2 using multigroup confirmatory factor analysis identified three items within the Motivation/Self-Regulation subscale that differed in their item intercepts (i.e., uniform differential item functioning) with pre-IB students endorsing these items more strongly compared with IB students. Based on these results along with evidence of criterion-related validity as reflected in the moderate statistical relations between the SAAS-R subscales and students’ GPAs, the SAAS-R shows promise as a research tool that can be used to examine the psychological factors associated with pre-IB and IB students’ academic achievement.
AB - In two studies ( n s = 312 and 1,149) with 9- to 12-grade students in pre–International Baccalaureate (IB) and IB Diploma programs, we evaluated the reliability, factor structure, measurement invariance, and criterion-related validity of the scores from the School Attitude Assessment Survey–Revised (SAAS-R). Reliabilities of the five SAAS-R subscale scores were good (αs > .80) for pre-IB (Grades 9-10) and IB students (Grades 11-12). Study 1 model fit indices for the five-factor SAAS-R model from confirmatory factor analyses showed greater misfit than those previously reported by McCoach and Siegle. In contrast, Study 2 fit indices for the five-factor model with pre-IB and IB students were similar to values reported by McCoach and Siegle. Tests of measurement invariance in Study 2 using multigroup confirmatory factor analysis identified three items within the Motivation/Self-Regulation subscale that differed in their item intercepts (i.e., uniform differential item functioning) with pre-IB students endorsing these items more strongly compared with IB students. Based on these results along with evidence of criterion-related validity as reflected in the moderate statistical relations between the SAAS-R subscales and students’ GPAs, the SAAS-R shows promise as a research tool that can be used to examine the psychological factors associated with pre-IB and IB students’ academic achievement.
KW - International Baccalaureate
KW - confirmatory factor analysis
UR - https://digitalcommons.usf.edu/tal_facpub/165
UR - https://doi.org/10.1177/0016986214559596
U2 - 10.1177/0016986214559596
DO - 10.1177/0016986214559596
M3 - Article
VL - 59
JO - Gifted Child Quarterly
JF - Gifted Child Quarterly
ER -