Establishing Construct Validity of a Measure of Adolescent Perceptions of College and Career Readiness
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| Title: | Establishing Construct Validity of a Measure of Adolescent Perceptions of College and Career Readiness |
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| Language: | English |
| Authors: | Lombardi, Allison R. (ORCID |
| Source: | Career Development and Transition for Exceptional Individuals. Feb 2023 46(1):4-14. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2023 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R324A190170 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education Higher Education Postsecondary Education |
| Descriptors: | Test Validity, Construct Validity, Adolescents, College Readiness, Career Readiness, Students with Disabilities, High School Students, Student Responsibility, Learner Engagement, Interpersonal Relationship, Career Development, Academic Achievement, Attendance, College Entrance Examinations, Scores, Skills |
| Geographic Terms: | Connecticut, Maryland, Pennsylvania |
| DOI: | 10.1177/21651434221081229 |
| ISSN: | 2165-1434 2165-1442 |
| Abstract: | The purpose of this study was to establish construct validity of a college and career readiness measure using a sample of youth with (n = 356) and without (n = 1,599) disabilities from five high schools across three U.S. states. We established content validity through expert item review, structural validity through initial field-testing, and convergent validity by correlating domain scores with school academic and behavioral data. A four-factor measurement model emerged representing the domains Ownership of Learning, Academic Engagement and Processes, Interpersonal Engagement, and Career Development. Domain scores were significantly correlated with achievement, college admission exam scores, and attendance. Implications for research and practice with an emphasis on transition service delivery via multi-tiered systems of support are discussed. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2023 |
| Accession Number: | EJ1361057 |
| Database: | ERIC |
| Abstract: | The purpose of this study was to establish construct validity of a college and career readiness measure using a sample of youth with (n = 356) and without (n = 1,599) disabilities from five high schools across three U.S. states. We established content validity through expert item review, structural validity through initial field-testing, and convergent validity by correlating domain scores with school academic and behavioral data. A four-factor measurement model emerged representing the domains Ownership of Learning, Academic Engagement and Processes, Interpersonal Engagement, and Career Development. Domain scores were significantly correlated with achievement, college admission exam scores, and attendance. Implications for research and practice with an emphasis on transition service delivery via multi-tiered systems of support are discussed. |
|---|---|
| ISSN: | 2165-1434 2165-1442 |
| DOI: | 10.1177/21651434221081229 |
