Supporting Students' College Success The Role of Assessment of Intrapersonal and Interpersonal Competencies (2017) / Chapter Skim
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Appendix B: Assessments Used in the Intervention Literature
Appendix B: Assessments Used in the Intervention Literature
Pages 219-238
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Appendix B Assessments Used in the Intervention Literature 219
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Instrument with 2 items measuring success (2016) at achieving study goal (SRSR)
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7. Number of participants who tore off a slip of paper listing a Website at which to access online guides for successful studying Landau et al.
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Time spent (persistence) on an insoluble math puzzle
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Time spent on each problem in an online (2014, Study 3) exam review environment: number of milliseconds that each problem was displayed before participants submitted a correct answer (Measures behavior that could signify intent to truly learn.)
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8. Survey of courses, majors, and career aspirations: two research assistants coded responses; interrater reliability was 92 percent Growth Mindset 17 12 Malleability beliefs 20 (20 SRSR)
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with 1 item on causal attributions, 2 items on controllable attributions (α = 0.63) , and 4 items on uncontrollable attributions (α = 0.63)
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Instrument with 6 items on perceived Magnusson (1989) performance (ability, control, emotions, test difficulty, and overall performance)
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test anxiety from the Test Anxiety Scale (SRSR) Wilson and Perceived performance 19.
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"Critical Problem Solving Scale": processes performance-based measure of critical thinking in response to two life choice dilemmas (one personal, one interpersonal) generated by the participants (For each dilemma, participants (a)
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fit Social integration Brady et al.
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4. Instrument with 40-word fragment completion tasks targeting words related to (a)
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and 2 items on time spent maintaining relationships with friends/family from home (SRSR) Collective threat 11.
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15. Daily online survey with the 17-item academic/social fit scale and one item on social fit on adverse days (Respondents listed negative and positive events of the day, rated each event's level of negativity on a 1 to 10 scale, and then rated the day's overall level of negativity [α = 0.87]
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19. Daily online/email instrument with one item on social fit on adverse days (Respondents listed negative and positive events of the day, rated each event's level of negativity on a 1 to 10 scale, and then rated the day's overall level of negativity.)
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including (a) importance of daily adversity (Instrument asks respondents to list negative and positive events of the day and rate each one's level of negativity and importance.)
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Instrument with 3 items on situational ü Study 1) interest in using math technique (e.g., "The left-to-right technique is interesting," α = 0.88)
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No studies reported evidence of fairness analysis. Only one study reports evidence of validity (Cohen and Garcia, 2005)
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T consuming online media Academic Self-efficacy 8 7 • urvey of courses, majors, and S career aspirations: two research assistants coded responses; interrater reliability was 92 percent Growth Mindset 20 20 Intrinsic Goals/Interest 3 2 • Behavioral measure -- Number of visits to the library and/or the recycling center to learn more about recycling. Positive Future Self 5 4 • Critical Problem Solving Scale": " performance-based measure of critical thinking about one's identity in response to two life choice dilemmas (one personal, one interpersonal)
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