The aim of this study was to further validate the Academic Success Inventory for College Students (ASICS; Prevatt et al., 2011). There is a wide range of theoretical approaches related to academic success and there are several different assessments, including traditional measures (e.g. SAT, ACT, high school GPA) and nontraditional measures (e.g. LASSI, MSLQ, AMS, etc.). However, there is a lack of sound, comprehensive instrumentation in the academic success literature. The ASICS (Prevatt et al., 2011) is a newly designed comprehensive, 50-item survey that is based on notable theories of academic success and empirical evidence. Research on the ASICS has already demonstrated sound psychometric properties in its early stages of development (Prevatt et al., 2011). The present study implored a Logistic Graded Response Model, which is a unidimensional IRT analysis, on each of the ASIC subscales. Based on Logistic Graded Response Model results, none of the items fit the expected or hypothesized model, which may be due to the lack of appropriate software. However, many of the items had appropriate item endorsement and discrimination, which provided information on what contributes to the ten factors measured by the ASICS. Even though it is in its early stages of development, the ASICS continues to have strong psychometric properties and is a sound measure of academic success. Many universities and colleges would benefit from utilizing the ASICS to help increase the academic performance and graduation rates of its students. / 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. / Spring Semester, 2012. / February 22, 2012. / Academic Success, College Performance, IRT, Scale Development, Validation / Includes bibliographical references. / Frances Prevatt, Professor Directing Dissertation; Lee Stepina, University Representative; James Sampson, Committee Member; Jeannine Turner, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_182849 |
| Contributors | Festa-Dreher, Désarée V. (Désarée Valerie), 1982- (authoraut), 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) |
| Publisher | Florida State University, Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text |
| Format | 1 online resource, computer, application/pdf |
| Rights | This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). The copyright in theses and dissertations completed at Florida State University is held by the students who author them. |
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