TY - JOUR
T1 - Assessing malleable social-psychological academic attitudes in early adolescence
AU - Pyne, Jaymes
AU - Rozek, Christopher S.
AU - Borman, Geoffrey D.
N1 - Funding Information:
Research on this paper was supported by grants from the Institute of Education Sciences, U.S. Department of Education (R305A110136 and R305C050055). Findings and conclusions are those of the authors and do not necessarily reflect the views of the supporting agency. Special thanks to Paul Hanselman for his comments as we developed this manuscript. We also thank Sarah Bruch, Dominique Bradley, Sara Dahill-Brown, Adam Gamoran, Jeffrey Grigg, Paul Hanselman, and the rest of the MWAP project team for their help in conducting the study, and the Madison Metropolitan School District for their help and cooperation with this research project.
Publisher Copyright:
© 2018 Society for the Study of School Psychology
PY - 2018/12
Y1 - 2018/12
N2 - Although it is important to accurately assess and promote student achievement, it is also critical to accurately assess and promote student social and emotional well-being and positive attitudes about school. Recent research has shown the promise of school-based interventions to improve certain student academic attitudes but has also raised concerns about a lack of reliable measures of these attitudes for early adolescents. We compiled the Malleable Social-Psychological Academic Attitudes (MSPAA) survey to measure school trust, social belonging, evaluation anxiety, self-complexity, locus of control, and identification with school. We adapted MSPAA measures to make them more appropriate for early adolescents in the school context, assessed the measurement properties of the MSPAA survey, and examined how student responses differed based on various demographic factors. We found that this brief survey reliably measured these constructs among early adolescents (N = 2158). Additionally, differences by grade level, school context, gender, and racial group revealed insightful patterns of variation that have implications for social and psychological theory, as well as for practices in schools. We close by suggesting further study of this survey for use among education researchers and within schools.
AB - Although it is important to accurately assess and promote student achievement, it is also critical to accurately assess and promote student social and emotional well-being and positive attitudes about school. Recent research has shown the promise of school-based interventions to improve certain student academic attitudes but has also raised concerns about a lack of reliable measures of these attitudes for early adolescents. We compiled the Malleable Social-Psychological Academic Attitudes (MSPAA) survey to measure school trust, social belonging, evaluation anxiety, self-complexity, locus of control, and identification with school. We adapted MSPAA measures to make them more appropriate for early adolescents in the school context, assessed the measurement properties of the MSPAA survey, and examined how student responses differed based on various demographic factors. We found that this brief survey reliably measured these constructs among early adolescents (N = 2158). Additionally, differences by grade level, school context, gender, and racial group revealed insightful patterns of variation that have implications for social and psychological theory, as well as for practices in schools. We close by suggesting further study of this survey for use among education researchers and within schools.
KW - Noncognitive factors
KW - Racial differences
KW - Social-psychological interventions
KW - Stage-environment fit theory
KW - Student well-being
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U2 - 10.1016/j.jsp.2018.10.004
DO - 10.1016/j.jsp.2018.10.004
M3 - Article
C2 - 30463670
AN - SCOPUS:85055743419
SN - 0022-4405
VL - 71
SP - 57
EP - 71
JO - Journal of School Psychology
JF - Journal of School Psychology
ER -