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 |