The school attitude assessment survey-revised: A new instrument to identify academically able students who underachieve

Educational and Psychological Measurement

Volumn 63, Issue 3, 2003, Pages 414-429

  McCoach, D Betsy ^a   Siegle, Del ^a  

^a UNIVERSITY OF CONNECTICUT   (United States)

Author keywords

Gifted underachiever; High school students; Instrument validation; Motivation; Underachievement

Indexed keywords

EID: 0037595561     PISSN: 00131644     EISSN: None     Source Type: Journal    
DOI: 10.1177/0013164403063003005     Document Type: Article

References (41)

1. Ames, C. A. (1990). Motivation: What teachers need to know. Teachers College Record, 91, 409-421.
2. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215.
3. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
4. Bentler, P., & Wu, E. J. C. (1995). EQS 5 user's guide. Encino, CA: Multivariate Software.
5. Bollen, K. A. (1989). Structural equation modeling with latent variables. New York: John Wiley.
6. Borkowski, J. G., & Thorpe, P. K. (1994). Self-regulation and motivation: A life-span perspective on underachievement. In D. H. Schunk & B. J. Zimmerman (Eds.), Self regulation of learning and performance: Issues and educational applications (pp. 45-73). Mahwah, NJ: Lawrence Erlbaum.
7. Bruns, J. H. (1992). They can but they don't. New York: Viking Penguin.
8. Byrne, B. M. (1996). Measuring self-concept across the lifespan: Issues and instrumentation. Washington, DC: American Psychological Association.
9. Colangelo, N., Kerr, B., Christensen, P., & Maxey, J. (1993). A comparison of gifted underachievers and gifted high achievers. Gifted Child Quarterly, 37, 155-160.
10. Diaz, E. I. (1998). Perceived factors influencing the academic underachievement of talented students of Puerto Rican descent. Gifted Child Quarterly, 42, 105-122.
11. Dowdall, C. B., & Colangelo, N. (1982). Underachieving gifted students: Review and implications. Gifted Child Quarterly, 26, 179-184.
12. Emerick, L. J. (1992). Academic underachievement among the gifted: Students' perceptions of factors that reverse the pattern. Gifted Child Quarterly, 36, 140-146.
13. Ford, D. Y. (1996). Determinants of underachievement as perceived by gifted, above average, and average Black students. Roeper Review, 14,130-136.
14. Frankel, E. (1965). A comparative study of achieving and underachieveing boys of high intellectual ability. In M. Kornrich (Ed.), Underachievement (pp. 87-101). Springfield, IL: Charles C Thomas.
15. Hattie, J. (1992). Self-concept. Hillsdale, NJ: Lawrence Erlbaum.
16. Hidi, S., & Harackiewicz, J. M. (2000). Motivating the academically unmotivated: A critical issue for the 21st century. Review of Educational Research, 70, 151-179.
17. Holland, V. (1998). Underachieving boys: Problems and solutions. Support for Learning, 13(4), 174-178.
18. 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, 201-211.
19. Majoribanks, K. (1992). The predictive validity of an attitudes towards school scale in relation to children's academic achievement. Educational and Psychological Measurement, 52, 945-949.
20. Mandel, H. P., & Marcus, S. I. (1988). The psychology of Underachievement. New York: John Wiley.
21. 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.
22. McCall, R. B., Evahn, C., & Kratzer, L. (1992). High school underachievers: What do they achieve as adults? Newbury Park, CA: Sage.
23. McCoach, D. B. (2002). A validation study of the School Attitude Assessment Survey. Measurement and Evaluation in Counseling and Development, 35, 66-77.
24. McCoach, D. B., & Siegle, D. (in press). Factors that differentiate underachieving gifted students from high achieving gifted students. Gifted Child Quarterly.
25. 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, the Netherlands: Elsevier.
26. Peterson, J. S. (2000). A follow-up study of one group of achievers and underachievers four years after high school graduation. Roeper Review, 22, 217-224.
27. Peterson, J. S., & Colangelo, N. (1996). Gifted achievers and underachievers: A comparison of patterns found in school files. Journal of Counseling and Development, 74, 399-406.
28. Pintrich, P. R., & DeGroot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33-40.
29. 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.
30. Rimm, S. (1995). Why bright kids get poor grades and what you can do about it. New York: Crown Trade Paperbacks.
31. Schiefele, U. (1991). Interest, learning, and motivation. Educational Psychologist, 26, 299-323.
32. Schunk, D. H. (1981). Modeling and attributional effects on children's achievement: A self-efficacy analysis. Journal of Educational Psychology, 73, 93-105.
33. Schunk, D. H. (1984). Self-efficacy perspective on achievement behavior. Educational Psychologist, 19, 48-58.
34. Schunk, D. H. (1998, November). Motivation and self-regulation among gifted learners. Paper presented at the annual meeting of the National Association of Gifted Children, Louisville, KY.
35. Supplee, P. L. (1990). Reaching the gifted underachiever. New York: Teachers College Press.
36. Weiner, J. B. (1992). Psychological disturbance in adolescence (2nd ed.). New York: John Wiley.
37. Whitmore, J. R. (1980). Giftedness, conflict, and Underachievement. Boston: Allyn & Bacon.
38. Wigfield, A. (1994). The role of children's achievement values in the self-regulation of their learning outcomes. In D. H. Schunk & B. J. Zimmerman (Eds.), Self regulation of learning and performance: Issues and educational applications (pp. 101-124). Mahwah, NJ: Lawrence Erlbaum.
39. 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.
40. Wolfle, J. A. (1991). Underachieving gifted males: Are we missing the boat? Roeper Review, 13, 181-184.
41. Zimmerman, B. J. (1994). Dimensions of academic self-regulation: A conceptual framework for education. In D. H. Schunk & B. J. Zimmerman (Eds.), Self regulation of learning and performance: Issues and educational applications (pp. 3-21). Mahwah, NJ: Lawrence Erlbaum.