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The Academic Success Inventory for College Students: An Item Response Theory Analysis
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Abstract of the thesis
The aim of this study was to further validate the Academic Success Inventory for College Students (ASICS; Prevatt et al., 2011). There is a range of theoretical approaches related to academic success and there are several different academic success assessments, including traditional measures and nontraditional measures (Deci & Ryan, 2000; Harackiewicz, Barron, Tauer, & Elliot, 2002; Zimmerman, 1989; Astin,1993; Tinto, 1993; Kuh, 2001a). However, there is a lack of sound, comprehensive instrumentation in the academic success literature. The ASICS (Prevatt et al., 2011) is a newly designed comprehensive, 50-item survey that is based on notable theories of academic success and empirical evidence. Research on ASICS has already demonstrated sound psychometric properties in its early stages of development (Prevatt et al., 2011).
The present study used a Logistic Graded Response Model, which is a unidimensional IRT analysis, on each of the ASIC subscales. Based on Logistic Graded Response Model results, none of the items fit the expected or hypothesized model, which may be due to the lack of appropriate software. However, many of the items had appropriate item endorsement and discrimination, which provided information on what contributes to the ten factors measured by the ASICS. Even though it is in its early stages of development, ASICS continues to have strong psychometric properties and is a sound measure of academic success. Many universities and colleges would benefit from utilizing the ASICS to help increase the academic performance and graduation rates of its students.
Researcher of the Thesis
- DÉSARÉE V. FESTA-DREHER
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