The Students’ Perceptions of School Success Promoting Strategies Inventory (SPSI): Development and validity evidence based studies

Students’ perceptions about school success promotion strategies are of great importance for schools, as they are an indicator of how students perceive the school success promotion strategies. The objective of this study was to develop and analyze the validity evidence based of The Students’ Percepti...

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Bibliographic Details
Published in:The Spanish journal of psychology 2014-01, Vol.17, p.E61-E61, Article E61
Main Authors: Moreira, Paulo A. S., Oliveira, João Tiago, Dias, Paulo, Vaz, Filipa Machado, Torres-Oliveira, Isabel
Format: Article
Language:English
Subjects:
Active learning
Adequacy
Adolescent
Attitude
Career development
Career development planning
Careers
Child development
Classrooms
Educational Status
Educational technology
Extracurricular activities
Female
Humans
Male
Mentoring programs
Mentors
Methodology and Psychometrics
Perceptions
Personalized learning
Proximity
Psychology
Reliability
Reproducibility of Results
Schools
Schools - standards
Student teacher relationship
Students
Students - psychology
Students - statistics & numerical data
Success
Teaching
Tests
Validity
Young Adult
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Summary:Students’ perceptions about school success promotion strategies are of great importance for schools, as they are an indicator of how students perceive the school success promotion strategies. The objective of this study was to develop and analyze the validity evidence based of The Students’ Perceptions of School Success Promoting Strategies Inventory (SPSI), which assesses both individual students’ perceptions of their school success promoting strategies, and dimensions of school quality. A structure of 7 related factors was found, which showed good adjustment indices in two additional different samples, suggesting that this is a well-fitting multi-group model (p < .001). All scales presented good reliability values. Schools with good academic results registered higher values in Career development, Active learning, Proximity, Educational Technologies and Extra-curricular activities (p < .05). SPSI showed to be adequate to measure within-schools (students within schools) dimensions of school success. In addition, there is preliminary evidence for its adequacy for measuring school success promotion dimensions between schools for 4 dimensions. This study supports the validity evidence based of the SPSI (validity evidence based on test content, on internal structure, on relations to other variables and on consequences of testing). Future studies should test for within- and between-level variance in a bigger sample of schools.
ISSN:1138-7416
1988-2904
DOI:10.1017/sjp.2014.62