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Measuring Learned Resourcefulness in College Students: Factor Structure of the Self-Control Schedule (SCS)

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Bibliographic Details
Title: Measuring Learned Resourcefulness in College Students: Factor Structure of the Self-Control Schedule (SCS)
Language: English
Authors: McWhirter, Benedict T., Burrow-Sanchez, Jason J., Townsend, Katesy C.
Source: College Student Journal. Dec 2008 42(4):1099-1109.
Availability: Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site: http://www.projectinnovation.biz/csj.html
Peer Reviewed: Y
Page Count: 11
Publication Date: 2008
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Descriptors: College Students, Factor Structure, Factor Analysis, School Counseling, Self Control, Anxiety, Behavior, Student Behavior
ISSN: 0146-3934
Abstract: Rosenbaum's Self-Control Schedule (SCS) has been used as a unidimensional measure of Learned Resourcefulness (LR) in previous research. In this study we clarified the factor structure of the SCS among college students (N = 583) by conducting a principal axis factor analysis with oblique (Oblimin) rotation on the SCS. Results revealed a three-factor solution that accounted for 36.37% of the total variance, indicating the potential of the measure to assess three theoretically consistent aspects of LR, labeled as "Planful Behavior," "Coping Efficacy," and "Affective Thought Management." Implications for college counseling practice and research are discussed. (Contains 1 table.)
Abstractor: As Provided
Number of References: 27
Entry Date: 2008
Access URL: https://www.projectinnovation.biz/csj_2006.html
Accession Number: EJ817025
Database: ERIC
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Abstract:Rosenbaum's Self-Control Schedule (SCS) has been used as a unidimensional measure of Learned Resourcefulness (LR) in previous research. In this study we clarified the factor structure of the SCS among college students (N = 583) by conducting a principal axis factor analysis with oblique (Oblimin) rotation on the SCS. Results revealed a three-factor solution that accounted for 36.37% of the total variance, indicating the potential of the measure to assess three theoretically consistent aspects of LR, labeled as "Planful Behavior," "Coping Efficacy," and "Affective Thought Management." Implications for college counseling practice and research are discussed. (Contains 1 table.)
ISSN:0146-3934