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Darakjian, Michael. Comparative validities of standardized academic self-concept scales and achievement test measures and of teacher ratings of citizenship and effort in forecasting performance of junior high school students. 1982;42:629-641doi: 10.1177/001316448204200228.
Darakjian, & Michael. (1982). Comparative validities of standardized academic self-concept scales and achievement test measures and of teacher ratings of citizenship and effort in forecasting performance of junior high school students. Educational and Psychological Measurement, 42629-641. https://doi.org/10.1177/001316448204200228
Darakjian, Gregory P, and Michael, William B. "Comparative validities of standardized academic self-concept scales and achievement test measures and of teacher ratings of citizenship and effort in forecasting performance of junior high school students." Educational and Psychological Measurement vol. 42 (1982): 629-641. doi: https://doi.org/10.1177/001316448204200228
Darakjian, Michael. Comparative validities of standardized academic self-concept scales and achievement test measures and of teacher ratings of citizenship and effort in forecasting performance of junior high school students. 1982;42:629-641. doi: 10.1177/001316448204200228. UIID-EM: 136.
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1982;42:629-641. doi: 10.1177/001316448204200228.

Comparative validities of standardized academic self-concept scales and achievement test measures and of teacher ratings of citizenship and effort in forecasting performance of junior high school students.

Educational and Psychological Measurement

Gregory P Darakjian, William B Michael

UIID-EM: 136 Bookshelf ID: 1982-29088-001 DOI: 10.1177/001316448204200228

Abstract

For 240 8th graders, criterion-related validities of each of the 5 scales of the Dimensions of Self-Concept (DOSC), 6 achievement subtests from the SRA Assessment Survey, and 2 teacher ratings pertaining to student citizenship and student effort were found relative to (a) 3 criterion measures representing GPA earned during 3 semesters in all subjects, English, and Mathematics; and (b) scores received on 4 district-prepared proficiency examinations in Mathematics, Reading, English, and Social Science. In addition to zero-order correlations between each predictor variable and each criterion measure, multiple regression analyses were completed between each of the 3 GPA indices, and sets of predictors associated with the 5 DOSC scales, 6 SRA Assessment Survey subtests, and the 2 teacher ratings. Findings indicate the following: (1) Standardized achievement tests in comparison with academic self-concept scales are more predictive of school performance whether evaluated by teacher grades or objective proficiency examinations designed to portray school district objectives. (2) Teacher ratings of student effort are more predictive of grades that teachers assign than are scores either on standardized achievement tests or on self-concept scales; teacher ratings, however, are generally less predictive of performance on proficiency tests in basic skills than are the standardized achievement tests of comparable abilities. (14 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)

Keywords: predictive validity of standardized academic self concept scales & achievement measures & teacher ratings of citizenship & effort; Achievement Measures; Teacher Attitudes

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