ARTICLE REVIEW 1
Whenever apsychosocial interpretation is placed on responses provided by anytool, an assessment model is designed as a descriptor of thenumerical and conceptual relationship between the observed scores andthe corresponding latent variables. Examining a model across groupstest the assumption that similar meaning can be generated from a setof scores on that instrument. The Academic Success Inventory forCollege Student (ASICS) is a 50-item self-report scale developed tomeasure multiple factors related to the college academic success. Theinventory has 10 subscales intended to measure general academicskills, socialization, personal adjustment internal motivation,career decidedness, external motivation, confidence, self-regulation,socialization, lack of anxiety, and quality of instruction. Prevattand colleagues (2001) analyzed ASICS in the early stages ofvalidation that was developed based on the notion that academicsuccess in college is truly multidimensional in nature and has amultivariate indicator. Specifically, their study contributes to thefactors structure of the ASICS and establishes evidence for itsconstruct validity.
A designed questionnaire was administered to 930 students at a publicuniversity. A 72 Likert scale was developed following arecommendation from experts who assessed who analyzed the content andreduced the pool to 62. An exploratory factor analysis showed asignificant validity of the ten-factor tool. Besides, the ASICS’sinternal structure was assessed by investigating the internalconsistency of the ten subscale scores. The Cronbach alphas pointedto the reliability of the ASICS measurement items. The subscale alphahad a scale of above 0.77 except the External Motivation elementwhich an alpha level of 0.62.
The result ofPrevatt and colleagues’ (2001) investigation hints that thestrongest factor on the ASICS may best fit the concept ofself-determination theory. Well, performing students has asignificantly higher functioning than that student who needed anintervention on factors skills, personal adjustment, socialization,and determination in academic capability. One of the threepsychological needs highlighted in the self-determination theory,competence, connects dimensions such as study skills as well asacademic self-confidence to college academic success among students(Evans 2011). The theory of self-determination recognizes autonomy asa person’s equipment to exercise choice in the initiation,regulation and maintenance of behaviors that are connected topersonal motivation to expend effort on an assigned task (Evans2011).
However, the resultof the study was impacted by threats to the internal and externalvalidity. The selection of the respond may have affected the studyresult since all students were undergraduate students who volunteeredto participate. Besides, the sample was composed of criterion (suchas those who performed well as those who performed poorly) whichcould impact the pattern of responding and the relationship ofcorrelation. Also, the study may have compromised the internalvalidity due to the fact that the first year college student werecategorized as the poor performing student while majority ofwell-performing student had finalized their first year, whichsuggests that the results are reflecting behavior based on overalladjustment of college.
The measuring scalesuch as ASICS may of significance to educators in school setting. Forinstance, educators may use this tool to identify students who arestruggling the result be utilized in making decision regardingreferral of the student to the college resource or deciding anintervention that will focus on the area of concern. If a studentpropagates low scores in dimensions of socialization, motivation,personal adjustment or confidence in the ability, the student may bereferred to college counseling center.
Evans, N. J. (2011). Psychosocial and cognitive-structuralperspective on student development. In J. H. Schuh, S. R. Jones,& S. R. Harper (Eds.). Student services: A handbook for theprofession (5th ed, 168-186). San Francisco, CA: John Wiley &Sons.
Prevatt, F., Drehar, D., Welles, T., Yelland, S. & Li, H (2001).Academic success Inventory for College Students: Scale developmentand practical implications for use with students. Journal ofCollege Admission. 211: 16-31