Data di Pubblicazione:
2021
Citazione:
The High-school Competencies Scale (H-Comp Scale): a first validation study / Boerchi, D., Magnano, P., Lodi, E.. - In: EUROPEAN JOURNAL OF INVESTIGATION IN HEALTH, PSYCHOLOGY AND EDUCATION.. - ISSN 2254-9625. - 11:2(2021), pp. 570-584. [10.3390/ejihpe11020041]
Abstract:
Abstract: Researchers widely explored non-intellective study factors because they play a central role
in academic performance and are potentially more modifiable than intellective ones. The scientific
literature suggests that the non-intellective factors can be classified into three main areas: self-concept,
which refers to self-esteem and efficacy, motivation and emotional reactions; the area of study, related
to study dedication and operative skills; and the area of relationships, comprising those with family,
fellow students and teachers. Basing on these findings, the C-Comp Scale has been developed and
tested in the past, addressed to college students. This study aimed to adapt and test a new version of
this questionnaire on high school students. Methods. A pilot study was conducted on 364 Italian
high school students to adapt and test the new version of the questionnaire, called the H-Comp
Scale. The following study, conducted on 792 Italian high school students, provided further evidence
of its reliability, structural validity, and concurrent validity with general self-efficacy, academic
self-efficacy, social self-efficacy, and academic performance. Results. The H-Comp Scale showed to
possess excellent reliability and structural and concurrent validity. The final version is composed of
twelve subscales, aggregated in three areas, with just 48 items: Study (Intrinsic Motivation, Extrinsic
Motivation, Time Management, Study Dedication), Self (Learning Assessment, General Self-Esteem,
Self-Efficacy, Reaction to Failures, Emotional Control), and Relationships (Family Relationships,
Fellow Student Relationships, Teacher Relationships). Conclusions. The H-Comp Scale would be a
useful and easy-to-use instrument to support school counselors, tutors, teachers, and researchers
in exploring different types of non-intellective variables, to better project educational intervention
aimed to improve high school students’ academic performance and satisfaction.
in academic performance and are potentially more modifiable than intellective ones. The scientific
literature suggests that the non-intellective factors can be classified into three main areas: self-concept,
which refers to self-esteem and efficacy, motivation and emotional reactions; the area of study, related
to study dedication and operative skills; and the area of relationships, comprising those with family,
fellow students and teachers. Basing on these findings, the C-Comp Scale has been developed and
tested in the past, addressed to college students. This study aimed to adapt and test a new version of
this questionnaire on high school students. Methods. A pilot study was conducted on 364 Italian
high school students to adapt and test the new version of the questionnaire, called the H-Comp
Scale. The following study, conducted on 792 Italian high school students, provided further evidence
of its reliability, structural validity, and concurrent validity with general self-efficacy, academic
self-efficacy, social self-efficacy, and academic performance. Results. The H-Comp Scale showed to
possess excellent reliability and structural and concurrent validity. The final version is composed of
twelve subscales, aggregated in three areas, with just 48 items: Study (Intrinsic Motivation, Extrinsic
Motivation, Time Management, Study Dedication), Self (Learning Assessment, General Self-Esteem,
Self-Efficacy, Reaction to Failures, Emotional Control), and Relationships (Family Relationships,
Fellow Student Relationships, Teacher Relationships). Conclusions. The H-Comp Scale would be a
useful and easy-to-use instrument to support school counselors, tutors, teachers, and researchers
in exploring different types of non-intellective variables, to better project educational intervention
aimed to improve high school students’ academic performance and satisfaction.
Tipologia CRIS:
1.1 Articolo in rivista
Keywords:
academic performance; high school; self-efficacy; students’ competencies
Elenco autori:
Boerchi, D; Magnano, P.; Lodi, E
Link alla scheda completa:
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