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Analysis of the Academic Success Inventory for College Students

Title: An Analysis of the Academic Success Inventory for College Students: Construct Validity and Factor Scale Invariance.
Name(s): Welles, Theresa L. (Theresa Lopez), author
Prevatt, Frances, professor directing dissertation
Stepina, Lee, university representative
Sampson, James, committee member
Turner, Jeannine, committee member
Department of Educational Psychology and Learning Systems, degree granting department
Florida State University, degree granting institution
Type of Resource: text
Genre: Text
Issuance: monographic
Date Issued: 2010
Publisher: Florida State University
Florida State University
Place of Publication: Tallahassee, Florida
Physical Form: computer
online resource
Extent: 1 online resource
Language(s): English
Abstract/Description: The Academic Success Inventory for College Students (ASICS) is a newly developed self-report instrument designed to measure academic success in college students. The findings in this study provide evidence for the construct validity of the ASICS by proving reliability and the following subvalidities: face, content, factor, and discriminant. Using MANOVA to compare honors and at-risk college students, significant differences were indicated on most of the scales of the ASICS in the expected direction of more positive functioning by the honors students. Two of the scales, external motivation/future and lack of anxiety indicated no statistically significant differences. Further analysis of factor scale invariance was implemented using MG-CFA, which involved estimation of a series of models testing invariance by comparing the GFI statistics of particular models with between-group constraints. An omnibus test of equality of covariance matrices and mean vectors across two groups was highly significant. Additional configural invariance testing indicated that the general pattern of fixed and free factor loadings in the ten-factor model does not hold across groups. An examination of the MIs revealed that in both groups most items have small to moderate factor loadings on factors with which they are not supposed to be correlated. Explanations for partial invariance are offered and implications for practice and future research are discussed.
Identifier: FSU_migr_etd-1189 (IID)
Submitted Note: A Dissertation Submitted to the Department of Educational Psychology and Learning Systems in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy..
Degree Awarded: Summer Semester, 2010.
Date of Defense: May 12, 2010.
Keywords: College Students, Academic Success, MANOVA, MG-CFA, Honors Students
Bibliography Note: Includes bibliographical references.
Advisory committee: Frances Prevatt, Professor Directing Dissertation; Lee Stepina, University Representative; James Sampson, Committee Member; Jeannine Turner, Committee Member.
Subject(s): Education
Persistent Link to This Record:
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Host Institution: FSU

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Welles, T. L. (T. L. ). (2010). An Analysis of the Academic Success Inventory for College Students: Construct Validity and Factor Scale Invariance. Retrieved from