About the Measure

Domains Motivation, goal orientation and perseverance
Key stages Key Stage 2, Key Stage 3
Subscales Self-Management of learning; Application of learning strategies; Support of classmates’ learning;  Self-Regulation of arousalAccording to Study 2 in indicative references, 3 factors are proposed, with the first two subscales detailed above becoming: Self-Direction of Learning Subscale
Description The SESSS was developed to measure the extent to which students use the specific strategies that researchers have shown relate to enhanced academic achievement. Survey items were written to assess students’ cognitive and metacognitive skills, social skills, and self management skills.
Example After I failed to reach a goal, I told myself to try a new strategy and not to doubt my ability
Link Contact author at gbrigman@fau.edu

Implementation details

No. of items 27
Format Likert
Respondent Self
Scoring Standardised
Time 15
Age 9-12
Cost single purchase Measure cannot b
Cost per child Measure cannot b

Psychometric details

UK norms No
Cronbach's α .87-.95
Test retest Not reported
Inter-rater reliability Not reported
EFA EFA consisting o
CFA 3-factor model
Chi-square (321) = 2205.12
RMSEA = 0.058
SRMR = 0.042
CFI = 0.98
Criterion validity Not reported
Construct validity Not reported
Concurrent validity Not reported
Predictive validity Not reported
Responsiveness Not reported
Floor/Ceiling Not reported
References Brigman, G., Wells, C., Webb, L., Villares, E., Carey, J. C., & Harrington, K. (2015). Psychometric properties and confirmatory factor analysis of the student engagement in school success skills. Measurement and Evaluation in Counseling and Development, 48(1), 3-14. doi:10.1177/0748175614544545
Carey, J., Brigman, G., Webb, L., Villares, E., & Harrington, K. (2014). Development of an Instrument to Measure Student Use of Academic Success Skills An Exploratory Factor Analysis. Measurement and Evaluation in Counseling and Development, 47(3), 171-180. doi:10.1177/0748175613505622