335
Views
5
CrossRef citations to date
0
Altmetric
Articles

A Validation Study of the School Attitude Assessment Survey

Pages 66-77 | Published online: 29 Aug 2019

REFERENCES

  • Aiken, L. S., & West, S. G. (1991). Multiple regression: Testing and interpreting interactions. Newbury Park, CA: Sage.
  • Ames, C. A. (1990). Motivation: What teachers need to know. Teachers College Record, 91, 409–421.
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191–215.
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
  • Berndt, T. J. (1999). Friends' influence on students' adjustment to school. Educational Psychologist, 34, 15–28.
  • Bollen, K. A. (1989). Structural equation modeling with latent variables. New York: Wiley.
  • Borkowski, J. G., & Thorpe, P. K. (1994). Self-regulation and motivation: A life-span perspective for underachievement. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulation of learning and performance: issues and educational applications (pp. 45–73). Hillsdale, NJ: Erlbaum.
  • Brody, N. (1992). Intelligence (2nd ed.). San Diego, CA: Academic Press.
  • Bruns, J. H. (1992). They can but they don't. New York: Viking Penguin.
  • Carmines, E. G., & Zeller, R. A. (1979). Reliability and validity assessment. Sage University Paper Series on Quantitative Applications in the Social Sciences, 07–017. Beverly Hills, CA: Sage.
  • Chen, X. (1997, June). Students' peer groups in high school: The pattern and relationship to educational outcomes (NCES 97-055). Washington, DC: U.S. Department of Education.
  • Clasen, D. R., & Clasen, R. E. (1995). Underachievement of highly able students and the peer society. Gifted and Talented International, 10(2), 67–75.
  • Cronbach, L. J. (1947). Test reliability: Its meaning and determination. Psychometrika, 12, 1–16.
  • Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16, 297–334.
  • Diaz, E. I. (1998). Perceived factors influencing the academic underachievement of talented students of Puerto Rican descent. Gifted Child Quarterly, 42, 105–122.
  • Dowdall, C. B., & Colangelo, N. (1982). Underachieving gifted students: Review and implications. Gifted Child Quarterly, 26, 179–184.
  • Ford, D. Y. (1996). Reversing underachievement among gifted Black students. New York: Teacher's College Press.
  • Gribbons, B. C., & Hocevar, D. (1998). Levels of aggregation in higher level confirmatory factor analysis: Application for self-concept. Structural Equation Modeling, 5, 377–390.
  • Holland, V. (1998). Underachieving boys: Problems and solutions. Support for Learning, 13(4), 174–178.
  • Hosmer, D. W., & Lemeshow, S. (2002). Applied logistic regression. New York: Wiley.
  • Kline, R. B. (1998). Principles and practice of structural equation modeling. New York: Guilford Press.
  • Lyon, M. A. (1993). Academic self-concept and its relationship to achievement in a sample of junior high school students. Educational and Psychological Measurement, 53, 201–210.
  • MacCallum, R. C. (1995). Model specification: Procedure, strategies, and related issues. In R. H. Hoyle (Ed.), Structural equation modeling (pp. 16–36). Thousand Oaks, CA: Sage.
  • Majoribanks, K. (1992). The predictive validity of an attitudes toward school scale in relation to children's academic achievement. Educational and Psychological Measurement, 52, 945–949.
  • Marsh, H. W., Chessor, D., Craven, R., & Roche, L. (1995). The effects of gifted and talented programs on academic self-concept: The big fish strikes again. American Educational Research Journal, 32, 285–319.
  • McCall, R. B., Evahn, C., & Kratzer, L. (1992). High school underachievers: What do they achieve as adults? Newbury Park, CA: Sage.
  • Nunnally, J. C. (1978). Psychometric theory (2nd ed.). New York: McGraw-Hill.
  • Peters, W. A. M., Grager-Loidl, H., & Supplee, P. (2000). Underachievement in gifted and talented students: Theory and practice. In K. A. Heller, F. J. Monks, R. J. Sternberg, & R. F. Subotnik (Eds.), International handbook of giftedness and talent (2nd ed., pp. 609–620). Amsterdam, Netherlands: Elsevier.
  • Pintrich, P. R., & Schunk, D. H. (1996). Motivation in education: Theory, research, and applications. Englewood Cliffs, NJ: Prentice Hall.
  • Reis, S. M., Hebert, T. P., Diaz, E. P., Maxfield, L. R., & Ratley, M. E. (1995). Case studies of talented students who achieve and underachieve in an urban high school (Research Monograph 95120). Storrs, CT: University of Connecticut, National Research Center for the Gifted and Talented.
  • Reis, S. M., & McCoach, D. B. (2000). The underachievement of gifted students: What do we know and where do we go? Gifted Child Quarterly, 44, 152–170.
  • Schiefele, U. (1991). Interest, learning, and motivation. Educational Psychologist, 26, 299–323.
  • Schunk, D. H. (1981). Modeling and attributional effects on children's achievement: A self-efficacy analysis. Journal of Educational Psychology, 73, 93–105.
  • Schunk, D. H. (1984). Self-efficacy perspective on achievement behavior. Educational Psychologist, 19, 48–58.
  • Schunk, D. H. (1998, November). Motivation and self-regulation among gifted learners. Paper presented at the National Association of Gifted Children Conference, Louisville, KY.
  • Supplee, P. L. (1990). Reaching the gifted underachiever. New York: Teacher College Press.
  • Thompson, B. (1997). The importance of structure coefficients in structural equation modeling confirmatory factor analysis. Educational and Psychological Measurement, 57, 5–19.
  • Weiner, I. B. (1992). Psychological disturbance in adolescence. New York: Wiley.
  • Whitmore, J. R. (1980). Giftedness, conflict, and underachievement. Boston: Allyn & Bacon.
  • Wigfield, A. (1994). The role of children's achievement in the self-regulation of their learning outcomes. In D. H. Shunk & B. J. Zimmerman (Eds.), Self-regulation of learning and performance: Issues and educational applications (pp. 101–124) Hillsdale, NJ: Erlbaum.
  • Wigfield, A., & Karpathian, M. (1991). Who am I and what can I do? Children's self-concepts and motivation in achievement situations. Educational Psychologist, 26, 233–262.
  • Zimmerman, B. J. (1989). A social cognitive view of self-regulated learning. Journal of Educational Psychology, 81, 329–339.
  • Zimmerman, B. J. (1994). Dimensions of academic self-regulation: A conceptual framework for education. In D. H. Shunk & B. J. Zimmerman (Eds.), Self-regulation of learning and performance: Issues and educational applications (pp. 3–21). Hillsdale, NJ: Erlbaum.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.