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

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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
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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…

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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

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