This study examined the ability of a theoretical model to predict types and levels of parental involvement during the elementary and middle school years. Predictor variables included parents' motivational beliefs about involvement, perceptions of invitations to involvement from others, and perceived life context variables. Analyses of responses…

Results indicate that the SAT-V and SAT-M scores have sufficient validity for use in predicting how well the typical students would do during the course of their academic career and also in predicting students' relative level of achievement if they persist until graduation, especially if measured by achievement tests. (Author/BJG)

Studied the relationships of assessments of divergent-thinking performance and intellectual aptitude at fifth and tenth grade to nonacademic attainments assessed with a biographical questionnaire in the tenth grade and upon graduation. (Author)

The predictive validity of six tests of academic readiness were determined for Anglo, Black, and Mexican American first-grade children from middle and lower socioeconomic status (SES) homes. The tests were most valid for Anglos; least for Blacks; and more valid for middle than for lower SES children. (Author/GDC)

Explores the heuristic value of a typological approach for preventing and studying school dropout. Empirically builds a typology of dropouts based on individual school experiences, tests the typology's reliability by replicating the classification with two different longitudinal samples, and examines the typology's predictive and discriminant…

This article examines the nature of confidence in relation to abilities, personality, and metacognition. Confidence scores were collected during the administration of Reading and Listening sections of the Test of English as a Foreign Language Internet-Based Test (TOEFL iBT) to 824 native speakers of English. Those confidence scores were correlated…

Refutes Mauger and Kolmodin's (1975) conclusion (see EJ 133 651) that their data does not support the author's (1968) conclusion that senior college grades are much less predictable from entrance information than freshman grades. States that their conclusion was not supported by their data and that the design of their study would allow no outcome…

Reanalysis of the factor analysis of S. Simpson, B. Licht, R. Wagner, and S. Stader (1996) of children's responses to four ability-related self-perceptions shows how applying a construct validity approach leads to conclusions opposed to theirs but still consistent with previous theory and research on academic self-concept. (SLD)

H. Marsh and A. Yeung have criticized the conclusions of the present authors with regard to academic self-concept as inconsistent with previous research. It is argued that this inconsistency is because items on the academic self-concept scales are not adequate for answering questions about children's differentiation of perceived ability and…

The Motivations for Reading Questionnaire (MRQ) contains 54 items that are posited to tap 11 dimensions of reading motivation. The structural validity of the MRQ was investigated with 2 samples: (a) 328 students in Grades 3-5 from 2 suburban mid-Atlantic elementary schools and (b) 735 students in Grades 3-5 in 2 suburban southwestern elementary…

The relationship among Planning, Attention, Simultaneous, and Successive (PASS) processing scores of the Cognitive Assessment System (CAS) and the Woodcock-Johnson Revised Tests of Achievement (WJ-R) were examined with a sample of 1,559 students aged 5-17 years. Participants were part of the CAS standardization sample and closely represented the…

The construct validity of English and Spanish phonological awareness (PA) tasks was examined with a sample of 812 kindergarten children from 71 transitional bilingual education program classrooms located in 3 different types of geographic regions in California and Texas. Tasks of PA, including blending nonwords, segmenting words, and phoneme…