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Description:
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The goal of this project was to develop a self -report inventory designed to assess
constructs associated with academic motivation and various learning strategies including
study strategies , time management , organizational techniques , attention and
concentration , writing and research skills , and test taking strategies . The School
Motivation and Learning Strategies Inventory (SMALSI ) was developed in two forms ,
Child and Teen , measuring 9 and 10 constructs , respectively . Following a survey of
available literature , items were constructed , subjected to review and revision , and then
field tested . Following analyses of internal consistencies , items were removed to
improve construct coherence . Revised forms were prepared and administered to a
standardization sample of 2921 students . Additional tests of internal consistency were
conducted and final versions were prepared for publication . Analyses suggest adequate
reliability for both forms of the SMALSI with great consistency across age , gender , and
ethnicity . Validity was assessed for 23 students completing the SMALSI Child Form and
24 students completing the SMALSI Teen Form using the Behavior Assessment System
for Children  Self -Report Profile . Student Liabilities scales were positively correlated
with measures of emotional , academic , and social maladjustment . In like form , Student Strengths scales were negatively associated with these measures . Interesting results were
also obtained specifically regarding the relationship of depression to learning strategies .
Validity was also assessed for 32 students completing the SMALSI Child Form and 53
students completing the Teen Form by obtaining Texas Assessment of Knowledge and
Skills (TAKS ) scores . Results for several of the constructs indicated small to moderate
correlations in the expected direction . Guidelines for interpretation of the ten SMALSI
constructs were presented along with suggestions for further investigation , including the
use of clinical populations and standardized measures of achievement . |