A large number of studies have shown that academic performance depends on both intellective and nonintellective factors, but the nonintellective factors are potentially more modifiable, and tutoring services should target them. After analyzing the previous literature on nonintellective factors related to academic performance and the existent measures of these factors, we found the lack of a comprehensive instrument that includes psychological dimensions, study behaviors, and interpersonal and contextual factors. For these reasons a new questionnaire was generated and validated. The College Competencies Scale is composed of 48 items that measure 12 dimensions aggregated in 3 areas: Area of Study (Intrinsic Motivation, Extrinsic Motivation, Time Management, Study Dedication), Area of Self-Concept (Learning Assessment, General Self-Esteem, Self-Efficacy, Reaction To Failures, Emotional Control), and Area of Relationships (Family Relationships, Fellow Student Relationships, Teacher Relationships). Psychometric features were suitable for all of them.
Boerchi, D., Magnano, P., Lodi, E., Development and preliminary validation of the college competencies scale, <<CURRENT PSYCHOLOGY>>, 2021; (40): 172-187. [doi:10.1007/s12144-018-9910-y] [http://hdl.handle.net/10807/127131]
Development and preliminary validation of the college competencies scale
Boerchi, Diego
Primo
;
2018
Abstract
A large number of studies have shown that academic performance depends on both intellective and nonintellective factors, but the nonintellective factors are potentially more modifiable, and tutoring services should target them. After analyzing the previous literature on nonintellective factors related to academic performance and the existent measures of these factors, we found the lack of a comprehensive instrument that includes psychological dimensions, study behaviors, and interpersonal and contextual factors. For these reasons a new questionnaire was generated and validated. The College Competencies Scale is composed of 48 items that measure 12 dimensions aggregated in 3 areas: Area of Study (Intrinsic Motivation, Extrinsic Motivation, Time Management, Study Dedication), Area of Self-Concept (Learning Assessment, General Self-Esteem, Self-Efficacy, Reaction To Failures, Emotional Control), and Area of Relationships (Family Relationships, Fellow Student Relationships, Teacher Relationships). Psychometric features were suitable for all of them.
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