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Moving beyond Achievement Data: Development of the Student Orientation to School Questionnaire as a Noncognitive Assessment Tool

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Bibliographic Details
Title: Moving beyond Achievement Data: Development of the Student Orientation to School Questionnaire as a Noncognitive Assessment Tool
Language: English
Authors: Burger, John M., Nadirova, Anna, Keefer, Kateryna V.
Source: Journal of Psychoeducational Assessment. Aug 2012 30(4):367-386.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 20
Publication Date: 2012
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Elementary Secondary Education
Grade 4
Grade 7
Grade 9
High Schools
Junior High Schools
Middle Schools
Descriptors: Questionnaires, Learner Engagement, Student Motivation, Academic Persistence, Factor Structure, Test Reliability, Elementary School Students, Junior High School Students, Grade 4, Grade 7, Grade 9, Educational Environment, Peer Relationship, Self Esteem, Resilience (Psychology), Personal Autonomy, Extracurricular Activities, School Activities, Foreign Countries
Geographic Terms: Canada
DOI: 10.1177/0734282912449444
ISSN: 0734-2829
Abstract: The Student Orientation to School Questionnaire (SOS-Q) is a multidimensional student-centered assessment tool for measuring psychosocial facilitators of student engagement. The SOS-Q is based in research on the self-system models of motivation and direct student input on perceived supports and barriers for high school completion. The current study examined internal measurement properties (factor structure and reliability) of the upper-elementary and high school versions of the SOS-Q in two samples of Grade 4 (N = 615) and Grades 7 and 9 (N = 1,356) students, as an important step in the process of scale development and validation. Exploratory and confirmatory factor analyses (EFAs and CFAs) converged on a stable and reliable measurement structure for both versions of the scale, with common factors related to safe and caring school, peer relationships, self-confidence, external and internal resilience, and for the high school version only--perceived utility of school and extracurricular activities. Results are discussed in terms of incorporating the SOS-Q into comprehensive school assessment systems that go beyond the academic achievement and behavioral data and that can have important policy and program implications. (Contains 4 tables and 1 note.)
Abstractor: As Provided
Number of References: 91
Entry Date: 2013
Accession Number: EJ991395
Database: ERIC
Description
Abstract:The Student Orientation to School Questionnaire (SOS-Q) is a multidimensional student-centered assessment tool for measuring psychosocial facilitators of student engagement. The SOS-Q is based in research on the self-system models of motivation and direct student input on perceived supports and barriers for high school completion. The current study examined internal measurement properties (factor structure and reliability) of the upper-elementary and high school versions of the SOS-Q in two samples of Grade 4 (N = 615) and Grades 7 and 9 (N = 1,356) students, as an important step in the process of scale development and validation. Exploratory and confirmatory factor analyses (EFAs and CFAs) converged on a stable and reliable measurement structure for both versions of the scale, with common factors related to safe and caring school, peer relationships, self-confidence, external and internal resilience, and for the high school version only--perceived utility of school and extracurricular activities. Results are discussed in terms of incorporating the SOS-Q into comprehensive school assessment systems that go beyond the academic achievement and behavioral data and that can have important policy and program implications. (Contains 4 tables and 1 note.)
ISSN:0734-2829
DOI:10.1177/0734282912449444