Is having low motivation the same as not having high motivation? Comparing the CSAS-R and the SAAS-R. (2nd January 2016)

• Record Type: Journal Article
• Authors: McCoach, Betsy; Newton, Sarah D.; Siegle, Del; Baslanti, Ugur; Picho, Katherine
• Is Part Of: High ability studies. Volume 27:Number 1(2016)
• Page Start: 61
• Page End: 81
• Publication Date: 2016-01-02
• Subjects: motivation -- method effect -- measurement -- validity -- factor analysis -- negative items -- multidimensionality; Gifted children -- Periodicals; Gifted persons -- Periodicals; Enfants surdoués -- Périodiques; Surdoués -- Périodiques; 153.98
• DOI: 10.1080/13598139.2015.1103209
• Languages: English
• ISSNs: 1359-8139

Abstract

Abstract : The purpose of the current study was to examine the relationships among the Challenges to Scholastic Achievement Scale-Revised (CSAS-R) and The School Attitude Assessment Survey-Revised (SAAS-R) items and factors to determine whether the negative scales on the CSAS-R seemed to be measuring the same constructs as those that are measured on the SAAS-R. All SAAS-R items are positively worded, and all subscales are designed to measure positive manifestations of the constructs. The CSAS-R is a complementary instrument to the SAAS-R. All items represent negative manifestations of attitudes, cognitions, or behaviors. For this study, we focused on the four constructs from the SAAS-R and the CSAS that are directly comparable and complementary: positive and negative academic self-perceptions, positive and negative attitudes toward teachers and classes, high and low goal valuation, and regulated and unregulated study behavior. This comparison of CSAS-R and SAAS-R examined alternative conceptions of the dimensionality of the positive items (from the SAAS-R) and the negative items (from the CSAS-R) in an effort to better understand whether agreeing to statements about negative behaviors or attitudes seemed to represent the polar opposite of disagreeing to statements about positive behaviors or attitudes.