Is Having Low Motivation the Same as Not Having High Motivation? Comparing the CSAS-R and the SAAS-R

Autor/inn/en	McCoach, Betsy; Newton, Sarah D.; Siegle, Del; Baslanti, Ugur; Picho, Katherine
Titel	Is Having Low Motivation the Same as Not Having High Motivation? Comparing the CSAS-R and the SAAS-R
Quelle	In: High Ability Studies, 27 (2016) 1, S.61-81 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-8139
DOI	10.1080/13598139.2015.1103209
Schlagwörter	Goal Orientation; Comparative Analysis; Outcomes of Education; Positive Attitudes; Negative Attitudes; Middle School Students; High School Students; Underachievement; Student Attitudes; Learning Motivation; Student Motivation + Suchen Sie Ihr Suchwort? Zielorientierung; Zielvorstellung; Lernleistung; Schulerfolg; Negative Fixierung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Performance deficiency; Leistungsschwäche; Schülerverhalten; Motivation for studies; Lernmotivation; Schulische Motivation
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01