Pablo Miñano Pérez

Psychometric properties of the Spanish Adaptation of the School Attitude Assessment Survey-Revised

BACKGROUND The assessment of attitudes toward school with the objective of identifying adolescents who may be at risk of underachievement has become an important area of research in educational psychology, although few specific tools for their evaluation have been designed to date. One of the instruments available is the School Attitude Assessment Survey-Revised (SAAS-R). METHOD The objective of the current research is to test the construct validity and to analyze the psychometric properties of the Spanish version of the SAAS-R. Data were collected from 1,398 students attending different high schools. Students completed the SAAS-R along with measures of the g factor, and academic achievement was obtained from school records. RESULTS Confirmatory factor analysis, multivariate analysis of variance and analysis of variance tests supported the validity evidence. CONCLUSIONS The results indicate that the Spanish version of the SAAS-R is a useful measure that contributes to identification of underachieving students. Lastly, the results obtained and their implications for education are discussed.

The SAAS-R A New Instrument to Assess the School Attitudes of Students With High and Low Academic Achievement in Spain

The present work was supported by the Spanish Ministry of Economy and Competitiveness (Award number: EDU2012-32156) and the Vice Chancellor for Research of the University of Alicante (Award number: GRE11-15). The last co-author is funded by the Spanish Ministry of Economy and Competitiveness (Reference of the grant: BES-2013-064331).ABSTRACTWe examined the psychometric properties of the School Attitude Assessment Survey–Revised in a Spanish population (n = 1,398). Confirmatory factor analysis procedures supported the instruments five-factor structure. The results of discriminant analysis demonstrated the predictive power of the School Attitude Assessment Survey–Revised scales as regards academic performance. Implications for education and assessment are discussed.

The SAAS-R

The present work was supported by the Spanish Ministry of Economy and Competitiveness (Award number: EDU2012-32156) and the Vice Chancellor for Research of the University of Alicante (Award number: GRE11-15). The last co-author is funded by the Spanish Ministry of Economy and Competitiveness (Reference of the grant: BES-2013-064331).ABSTRACTWe examined the psychometric properties of the School Attitude Assessment Survey–Revised in a Spanish population (n = 1,398). Confirmatory factor analysis procedures supported the instruments five-factor structure. The results of discriminant analysis demonstrated the predictive power of the School Attitude Assessment Survey–Revised scales as regards academic performance. Implications for education and assessment are discussed.