Piloting a Short Form of the Academic Competence Evaluation Scales

Christopher J. Anthony, James Clyde Diperna

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

A growing body of research indicates that noncognitive factors are important predictors of students’ academic and life success (e.g., Garcia, The need to address noncognitive skills in the education policy agenda (Briefing Paper No. 386), http://files.eric.ed.gov/fulltext/ED558126.pdf, 2014). Despite this evidence base, there are few psychometrically sound measures of such factors appropriate for use in research and practice. One currently available measure is the Academic Competence Evaluation Scales (ACES; DiPerna and Elliott, Academic Competence Evaluation Scales, The Psychological Corporation, San Antonio, TX, 2000) which assesses the skills, attitudes, and behaviors of students that contribute to school success. The length of the ACES (73 items) may limit its use at the primary and secondary levels within a multi-tiered service delivery system or for large-scale educational research. To address this need, the current study piloted a short form of the ACES (ASF) with a sample of 301 elementary students. Results provided initial evidence for the reliability and validity of scores from the ASF.

Original languageEnglish (US)
Pages (from-to)314-321
Number of pages8
JournalSchool Mental Health
Volume10
Issue number3
DOIs
StatePublished - Sep 1 2018

Fingerprint

Mental Competency
Students
evaluation
school success
student
Research
educational research
evidence
corporation
Reproducibility of Results
Psychology
Education
N-(2-acetamido)-2-aminoethanesulfonic acid
education

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

Cite this

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Piloting a Short Form of the Academic Competence Evaluation Scales. / Anthony, Christopher J.; Diperna, James Clyde.

In: School Mental Health, Vol. 10, No. 3, 01.09.2018, p. 314-321.

Research output: Contribution to journalArticle

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