Validation of the Community College Survey of Men: An Overview of the Intrapersonal Factors in the Noncognitive Domain

Autor/inn/en	Wood, J. Luke; Harris, Frank, III; Roesch, Scott C.
Titel	Validation of the Community College Survey of Men: An Overview of the Intrapersonal Factors in the Noncognitive Domain
Quelle	In: Journal of College Student Development, 58 (2017) 8, S.1267-1274 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0897-5264
Schlagwörter	Community Colleges; Two Year College Students; Males; Student Surveys; Test Validity; Emotional Response; Student Adjustment; Self Efficacy; Educational Attitudes; Locus of Control; Attention; Learner Engagement; Content Validity; Construct Validity; Test Reliability; Factor Analysis; Scores; Arizona; Arkansas; California; Illinois; Maryland; Minnesota; Pennsylvania; Texas + Suchen Sie Ihr Suchwort? Community college; Community College; Male; Männliches Geschlecht; Schülerbefragung; Testvalidität; Emotionales Verhalten; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Self-efficacy; Selbstwirksamkeit; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Aufmerksamkeit; Testreliabilität; Faktorenanalyse; Kalifornien
Abstract	In recent years, scholars have focused intently on improving success rates for men of color (notably Black, Latino, Native American, and Southeast Asian men) in community colleges. To address outcome disparities, many colleges have sought to employ targeted interventions (e.g., programs, policies, and practices); however, many of these efforts are chronically underresourced, necessitating that interventions be informed by inquiry to maximize the efficacy of newly established efforts (Harper, 2014; Wood, Reid, Harris, & Xiong, 2016). Using the Community College Survey of Men (CCSM; Wood & Harris, 2013), an instrument designed to aid community colleges in understanding challenges facing historically underserved men, the authors focused on the items in the instrument's intrapersonal (noncognitive) subdomain that measure students' affective response to the collegiate environment. Prior research has shown the important influence of noncognitive factors on student success outcomes for men of color (Moore, Madison-Colmore, & Smith, 2003; Palmer & Strayhorn, 2008; Strayhorn, 2012). These intrapersonal factors include: (1) self-efficacy--students' confidence in their abilities to succeed in academic endeavors; (2) degree utility--students' perception of the worthwhileness of their collegiate pursuits; (3) locus of control--the extent to which students believe they have control over their academic futures; (4) action control--the directed attention or focus students place on academic matters; and (5) intrinsic interest-- the authentic interest students have in course content (Harris & Wood, 2016). This article describes the CCSM, initial validation processes, a study on content validity, and a study on construct validity and reliability. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01