CoChat
Sign Up
Cited by 88Education, Achievement, and GiftednessOptimism, Hope, and Well-beingSchool Choice and Performance

The DOI matches its Crossref record; 7 of the 7 references it cites were found in a registry or an index.

Student Academic Optimism: a confirmatory factor analysis

Tschannen‐Moran, Megan, Bankole, Regina A., Mitchell, Roxanne M., Moore, Dennis M.·2013·Journal of Educational Administration
DOI 10.1108/09578231311304689
Open this paper in CoChat — free account

Abstract

Purpose This research aims to add to the literature on Academic Optimism, a composite measure composed of teacher perceptions of trust in students, academic press, and collective efficacy by exploring a similar set of constructs from the student perceptive. The relationships between student trust in teachers, student perceptions of academic press, and student identification with school were examined as well as how they were individually and collectively related to student achievement in the schools in an urban school district. Design/methodology/approach This study assessed the perceptions of students in 49 elementary, middle, and high schools in one urban district. The measures used included the Student Trust in Teachers Survey (Adams and Forsyth), the Identification with School Questionnaire (Voelkl), and an adaptation of Academic Press (Hoy, Hannum and Tschannen‐Moran). Confirmatory factor analysis was employed to explore whether these three observed variables would form a latent variable called Student Academic Optimism. Finally, the relationship of Academic Optimism to student achievement, controlling for SES, was examined using SEM. Findings Strong and significant relationships were found between all three of the observed variables. A CFA analysis confirmed that they formed a latent variable the authors called Student Academic Optimism. Student Academic Optimism had a significant direct effect on student achievement (b=0.73, p<0.01) while SES (percent of students eligib…

Overview

Integrity signals

Registry

Crossref · 10.1108/09578231311304689

Cites

7 of 7 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Citations

Cites

Show all 7 references

Research works printed but not linked: 68

  1. Adams, C. and Forsyth, B. (2009), “Conceptualizing and validating a measure of student trust”, in Hoy, W.K. and DiPaola, M.F. (Eds), Studies in School Improvement, Information Age Publishing, Charlotte, NC, pp. 263‐79.
  2. Ainsworth, M. (1967), Infancy in Uganda: Infant Care and the Growth of Love, Johns Hopkins Press, Baltimore, MD.
  3. Alig‐Mielcarek, J. and Hoy, W.K. (2005), “Instructional leadership”, in Miskel, C. (Ed.), Educational Leadership and Reform, Information Age Publishers, Greenwich, CT, pp. 29‐54.
  4. Anderman, L.H. (1999), “Classroom goal orientation, school belonging and social goals as predictors of students’ positive and negative affect following the transition to middle school”, Journal of Research and Development in Education, Vol. 32 No. 2, pp. 89‐103.
  5. Baier, A. (1986), “Trust and antitrust”, Ethics, Vol. 96 No. 2, pp. 231‐60. · DOI · Paper page
  6. Bandura, A. (1986), Social Foundations of Thought and Action, Prentice Hall, Englewood Cliffs, NJ.
  7. Bandura, A. (1989), “Human agency in social cognitive theory”, American Psychologist, Vol. 44 No. 9, pp. 1175‐84. · DOI · Paper page
  8. Barber, B. (1983), The Logic and Limits of Trust, Rutgers University Press, New Brunswick, NJ.
  9. Battistich, V., Solomon, D., Watson, M. and Schaps, E. (1997), “Caring school communities”, Educational Psychologist, Vol. 32 No. 3, pp. 137‐51. · DOI · Paper page
  10. Berlin, L., Cassidy, J. and Appleyard, K. (2008), “The influence of early attachments on other relationships”, in Cassidy, J. and Shaver, P. (Eds), Handbook of Attachment: Theory, Research, and Clinical Applications, Guilford Press, New York, NY, pp. 333‐47.
  11. Bevel, R. and Mitchell, R. (2012), “The effects of academic optimism on elementary reading achievement”, Journal of Educational Administration, Vol. 51 No. 6, pp. 773‐87. · DOI
  12. Bliese, P. (2000), “Within‐group agreement, non‐independence, and reliability”, in Klein, K. and Kozlowski, S. (Eds), Multi‐Level Theory, Research, and Methods in Organizations, Jossey‐Bass, San Francisco, CA, pp. 349‐81.
  13. Bonich, M. (2007), “The effect of student perceptions of belonging and academic press on academic performance”, ProQuest dissertations and theses, Hofstra University, Hempstead, NY.
  14. Bowlby, J. (1969), Attachment and Loss: Vol. 1, Pimlico (Rand), New York, NY.
  15. Cohen, A., Doveh, E. and Eick, U. (2001), “Statistical properties of the rWG(j) index of agreement”, Psychological Methods, Vol. 6 No. 3, pp. 297‐310. · DOI
  16. Connell, J. and Wellborn, J. (1991), “Competence, autonomy, and relatedness: a motivational analysis of self‐system processes”, in Gunnar, M.R. and Sroufe, I.A. (Eds), Self Processes and Development: The Minnesota Symposia on Child Psychology, Lawrence Erlbaum, Hillsdale, NJ, pp. 43‐77.
  17. Corno, L. and Madinach, E. (1983), “The role of cognitive engagement in classroom learning and motivation”, Educational Psychologist, Vol. 18 No. 2, pp. 88‐108. · DOI · Paper page
  18. Cronninger, R.G. and Lee, V.E. (2001), “Social capital and dropping out of school: benefits to at‐risk students of teachers’ support and guidance”, Teachers College Record, Vol. 103 No. 4, pp. 548‐81. · DOI
  19. Eccles, J., Wigfield, A., Flanagan, C., Miller, C., Reuman, D. and Yee, D. (1989), “Selfconcepts, domain values, and self esteem: relations and changes at early adolescence”, Journal of Personality, Vol. 57 No. 2, pp. 283‐310. · DOI
  20. Epstein, J.L. and McPartland, J.M. (1976), “The concept and measurement of the quality of school life”, American Educational Research Journal, Vol. 13 No. 1, pp. 15‐30. · DOI
  21. Firestone, W. and Rosenblum, S. (1988), “Building commitment in urban high schools”, Educational Evaluation and Policy Analysis, Vol. 10 No. 4, pp. 285‐99. · DOI
  22. Forsyth, P., Barnes, L. and Adams, C. (2006), “Trust effectiveness patterns in schools”, Journal of Educational Administration, Vol. 44 No. 2, pp. 122‐41. · DOI
  23. Furrer, C. and Skinner, E. (2003), “Sense of relatedness as a factor in children's academic engagement and performance”, Journal of Educational Psychology, Vol. 95 No. 1, pp. 148‐62. · DOI
  24. Goddard, R., Salloum, S. and Berebitsky, D. (2009), “Trust as a mediator of the relationships between poverty, racial composition, and academic achievement: evidence from Michigan's public elementary schools”, Education Administration Quarterly, Vol. 45 No. 2, pp. 292‐311. · DOI
  25. Goddard, R., Tschannen‐Moran, M. and Hoy, W. (2001), “Teacher trust in students and parents: a multilevel examination of the distribution and effects of teacher trust in urban elementary schools”, Elementary School Journal, Vol. 102 No. 1, pp. 3‐17. · DOI
  26. Goddard, R.D., Sweetland, S.R. and Hoy, W.K. (2000), “Academic emphasis of urban elementary schools and student achievement in reading and mathematics: a multilevel analysis”, Educational Administration Quarterly, Vol. 36 No. 5, pp. 683‐702. · DOI
  27. Goldstein, L. (1999), “The relational zone: the role of caring relationships in the co‐construction of mind”, American Educational Research Journal, Vol. 36 No. 3, pp. 647‐73. · DOI
  28. Goodenow, C. (1993), “The psychological sense of school membership among adolescents: scale development and educational correlates”, Psychology in the Schools, Vol. 30 No. 1, pp. 79‐90. · DOI
  29. Howes, C. and Ritchie, S. (2002), A Matter of Trust, Teachers College Press, New York, NY.
  30. Hoy, W.K. and Feldman, J. (1987), “Organizational health: the concept and its measure”, Journal of Research and Development in Education, Vol. 20 No. 4, pp. 30‐7.
  31. Hoy, W.K. and Hannum, J.W. (1997), “Middle school climate: an empirical assessment of organizational health, and student achievement”, Educational Administration Quarterly, Vol. 33 No. 3, pp. 290‐311. · DOI
  32. Hoy, W.K. and Sabo, D.J. (1998), Quality Middle Schools: Open and Healthy, Corwin Press, Thousand Oaks, CA.
  33. Hoy, W.K. and Tschannen‐Moran, M. (1999), “Five facets of trust: an empirical confirmation in urban elementary schools”, Journal of School Leadership, Vol. 9 No. 3, pp. 184‐208. · DOI · Paper page
  34. Hoy, W.K., Hannum, J. and Tschannen‐Moran, M. (1998), “Organizational climate and student achievement: a parsimonious and longitudinal view”, Journal of School Leadership, Vol. 8 No. 4, pp. 336‐59. · DOI
  35. Hoy, W.K., Tarter, C.J. and Bliss, J.R. (1990), “Organizational climate, school health, and effectiveness: a comparative analysis”, Educational Administration Quarterly, Vol. 26 No. 3, pp. 260‐79. · DOI
  36. Hoy, W.K., Tarter, C.J. and Hoy, A.W. (2006), “Academic optimism of schools: a force for student achievement”, American Educational Research Journal, Vol. 43 No. 3, pp. 425‐46. · DOI
  37. Hoy, W.K., Tarter, C.J. and Kottkamp, R.B. (1991), Open Schools/Healthy Schools, Sage Publications, Beverly Hills, CA.
  38. Kirby, M.M. and DiPaola, M.F. (2009), “Academic optimism and achievement: a path model”, in Hoy, W.K. and DiPaola, M.F. (Eds), Studies in School Improvement, Information Age Publishing, Charlotte, MC, pp. 75‐92.
  39. Ladd, G.W. and Dinella, L.M. (2009), “Continuity and change in early school engagement: predictive of children's achievement trajectories from first to eighth grade?”, Journal of Educational Psychology, Vol. 101 No. 1, pp. 190‐206. · DOI
  40. Lee, V.E. and Smith, J.B. (1999), “Social support and achievement for young adolescents in Chicago: the role of school academic press”, American Educational Research Journal, Vol. 36 No. 4, pp. 907‐45. · DOI
  41. Ma, X. (2003), “Sense of belonging to school: can schools make a difference?”, Journal of Educational Research, Vol. 96 No. 6, pp. 340‐9. · DOI
  42. Mitchell, R. (2004), “The effects of trust on student identification and academic performance”, doctoral dissertation, Oklahoma State University, Stillwater, OK.
  43. Mitchell, R. (2006), “The principal and the school can make a difference”, Long Island Education Review, Vol. 6 No. 1, pp. 7‐10.
  44. Mitchell, R. (2012), “Theoretical and empirical evidence for the importance of school context in fostering identification with school”, in DiPaola, M.F. and Forsyth, P.B. (Eds), Research and Theory in Educational Administration: Contemporary Challenges Confronting School Leaders, Information Age Publishing, Charlotte, NC, pp. 121‐47.
  45. Mitchell, R., Forsyth, P. and Robinson, U. (2008), “Parent trust, student trust, and identification with school”, Journal of Research in Education, Vol. 18 No. 1, pp. 116‐23.
  46. Murdock, T.B. (1999), “The social context of risk: status and motivational predictors of alienation in middle school”, Journal of Educational Psychology, Vol. 91 No. 1, pp. 62‐75. · DOI
  47. Murphy, J., Weil, M., Hallinger, P. and Mitman, A. (1982), “Academic press: translating high expectations into school policies and classroom practices”, Educational Leadership, Vol. 40 No. 3, pp. 22‐7.
  48. Newman, D., Griffin, P. and Cole, M. (1989), The Construction Zone: Working for Cognitive Change in School, Cambridge University Press, New York, NY.
  49. Noddings, N. (1984), Caring: A Feminine Approach to Ethics and Moral Education, University of California Press, Berkeley, CA.
  50. Ostroff, C. (1993), “Rater perceptions, satisfaction and performance ratings”, Journal of Occupational and Organizational Psychology, Vol. 66 No. 4, pp. 345‐56. · DOI
  51. Owens, M. and Johnson, B.L. (2009), “From calculation through courtship to contribution: cultivating trust among urban youth in an academic intervention program”, Education Administration Quarterly, Vol. 45 No. 2, pp. 312‐47. · DOI
  52. Polk, K. and Halferty, D. (1972), “School cultures, adolescent commitment, and delinquency: a preliminary study”, in Polk, K. and Schaffer, W.E. (Eds), Schools and Delinquency, Prentice Hall, Englewood Cliffs, NJ, pp. 70‐90.
  53. Reid, K.C. (1981), “Alienation and persistent school absenteeism”, Research in Education, Vol. 26 No. 1, pp. 31‐40. · DOI
  54. Schumacker, R.E. and Lomax, R.G. (2010), A Beginners Guide to Structural Equation Modeling, 3rd ed., Routledge Taylor Francis Group, New York, NY.
  55. Seeman, M. (1975), “Alienation studies”, Annual Review of Sociology, Vol. 1, pp. 91‐123. · DOI
  56. Shouse, R.C. (1995), “Academic press and school sense of community: Sources of friction, prospects for synthesis”, paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA, April 18‐22.
  57. Smerdon, B.A. (2002), “Students’ perceptions of membership in their high schools”, Sociology of Education, Vol. 75 No. 4, pp. 287‐305. · DOI
  58. Sroufe, L.A. (1983), “Infant‐caregiver attachment and patterns of adaptation in preschool: the roots of maladaptation and competence”, in Perlmutter, L. (Ed.), Development and Policy Concerning Children with Special Needs, Minnesota Symposium on Child Psychology, Vol. 16, Erlbaum, Hillsdale, NJ, pp. 41‐83.
  59. Tschannen‐Moran, M. and Hoy, W.K. (2000), “A multidisciplinary analysis of the nature, meaning and measurement of trust”, Review of Educational Research, Vol. 70 No. 4, pp. 547‐92. · DOI · Paper page
  60. Voelkl, K.E. (1996), “Measuring student's identification with school”, Educational and Psychological Measurement, Vol. 56 No. 5, pp. 760‐70. · DOI · Paper page
  61. Voelkl, K.E. (1997), “Identification with school”, American Journal of Education, Vol. 105 No. 3, pp. 294‐318. · DOI
  62. Wehlage, G., Rutter, R., Smith, G., Lesko, N. and Fernandez, R. (1989), Reducing the Risk: Schools as Communities of Support, Farmer Press, Philadelphia, PA.
  63. Weiner, B. (1990), “History of motivational research in education”, Journal of Educational Psychology, Vol. 82 No. 4, pp. 616‐22. · DOI
  64. Wentzel, K.R. (1997), “Student motivation in middle school: the role of perceived pedagogical caring”, Journal of Educational Psychology, Vol. 89 No. 3, pp. 411‐19. · DOI
  65. Yamamoto, K., Thomas, E.C. and Karns, E.A. (1969), “School‐related attitudes in middleschool‐age children”, American Educational Research Journal, Vol. 6 No. 2, pp. 191‐206. · DOI
  66. Maslow, A. (1962), Toward a Psychology of Being, Van Nostrand, Princeton, NJ. · DOI
  67. Sroufe, L.A., Egeland, B., Carlson, E. and Collins, W. (2005), The Development of the Person: The Minnesota Study of Risk and Adaptation from Birth to Adulthood, Guilford Press, New York, NY.
  68. Tschannen‐Moran, M. (2001), “Collaboration and the need for trust”, Journal of Educational Administration, Vol. 39 No. 4, pp. 309‐31. · DOI

Cited by

Sorted by citations

Metadata

Authors
Tschannen‐Moran, M., Bankole, R. A., Mitchell, R. M., & Moore, D. M.
Affiliations
  • William & Mary (US)
  • Riverside Unified School District (US)
  • University of Alabama (US)
  • Norfolk Public Schools (US)
ORCID
Venue
Journal of Educational Administration
Publisher
Emerald
Published
2013-03-15
Volume
51
Issue
2
Pages
150-175
ISSN
0957-8234 (ISSN-L)
DOI
10.1108/09578231311304689
OpenAlex
W2082834040
Cited by
88
References
7
Citations by year
2026: 2 · 2025: 2 · 2024: 10 · 2023: 11 · 2022: 8 · 2021: 10 · 2020: 8 · 2019: 10 · 2018: 6 · 2017: 4 · 2016: 8 · 2015: 5 · 2014: 4
FWCI
7.60
Type
journal article
Language
en
Open access
closed
Licence
www.emerald.com/insight/site-policies (tdm)
Locations
Journal of Educational Administration (publishedVersion)
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Education, Achievement, and Giftedness
  • Social Sciences › Psychology › Applied Psychology › Optimism, Hope, and Well-being
  • Social Sciences › Education › School Choice and Performance
Keywords
student trust in teachers, academic press, collective efficacy, academic performance, socioeconomic status, urban schools, student perceptions, construct development

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review