About the Measure

Domains Meta-cognition, Motivation, goal orientation and perseverance, Perceptions of Self
Key stages Key Stage 4, Key Stage 5
Subscales Academic self-perception; Attitudes toward teachers;Attitudes toward school; Goal valuation; Motivation/self-regulation
Description This is a self-report instrument on a 7-point likert scale, which assesses students' affect in relation to aspects of school (see subscales).
Example I am good at learning new things in school
Link http://journals.sagepub.com/doi/abs/10.1177/0734282907303089
Psychometry
Implementation

Implementation details

No. of items 35
Format Likert
Respondent Self
Scoring Standardised
Time 0
Age 14-19
Cost single purchase Free - Available
Cost per child Free - Available

Psychometric details

UK norms No
Cronbach's α >.85
Test retest Not reported
Inter-rater reliability Not reported
EFA 5-factor oblique
CFA Chi-square(81) = 243.80
N = 316
p < .001
CFI= .96
TLI= .94
RMSEA= .08
Criterion validity Compared with students with average and high achievement, students with low achievement reported significantly lower scores on each SAAS-R scale. Students with very high achievement reported the most positive attitudes and beliefs toward school on four of five scales
Construct validity r= .64 with academic self-efficacy; r= .73 with School Climate Survey (SCS) student-teacher relations; r= .54 with school-satisfaction
Concurrent validity Significant correlations with School Attitude Assessment Survey-Revised and School climate Survey-High School revised
Predictive validity Not reported
Responsiveness Not reported
Floor/Ceiling Not reported
References Suldo S. M., Shaffer E. J., Shaunessy E. (2008). An independent investigation of the validity of the School Attitude Assessment Survey-Revised. Journal of Psychoeducational Assessment, 26, 69-82. doi:10.1177/0734282907303089
McCoach, D. B., & Siegle, D. (2003). The school attitude assessment survey-revised: A new instrument to identify academically able students who underachieve. Educational and Psychological Measurement, 63(3), 414-429. doi:10.1177/0013164403063003005