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Self-Assessment for Success Screening
Inventory
Author: Ray Launier,
Psychology
Purpose:
The Self-Assessment for Success Screening Inventory
was developed to provide students with a brief self-assessment,
self-diagnosis and self-referral instrument. It enables students
to assess their strengths and weaknesses in areas related to college
success. The SASSI scale was normed on a randomly selected sample
of 784 SBCC students. The total SASSI scale score was found to
be significantly correlated (r -.53, p < .001) with GPA. Each
of the 19 items was also significantly associated with GPA. The
SASSI scale provides interpretive guidelines for self-diagnosis.
The one page instrument also lists the self-referral resources
and services available at SBCC campus to assist students in achieving
success.
History
The SASSI was developed in 1996 and results from
a random survey of SBCC students was completed in 1997. Since
then the SASSI scale has been used by in student success projects
on campus, by student services staff and it has been integrated
into general psychology and research methods in psychology courses
taught by the author. It was published by Kendall/Hunt in a collection
of articles entitled WISE Students Succeed in 2000.
The SASSI scale was designed to be self-administered
and/or used by staff and faculty and therefore does not require
specialized training for its use. Directions to administer, score
and interpret the scale results are integrated into the two page
instrument. It takes about 10-15 minutes to answer and score the
results.
Analysis
The analysis of the SASSI survey has been completed
to show general correlates between SASSI total score, item scores
and GPA. Findings indicate that on average 25% of the students
surveyed are having significant problems managing the demands
and challenges of college, of which 9.2% are having a very difficult
time. There have also been separate Analysis of variance on total
SASSI scores by gender, ethnicity and major. The complete analysis
and findings are reported in the article entitled Student Success
from a SASSI Perspective, available in the SBCC Luria Library.
Benefits
Students who complete the SASSI scale can compare
their individual scores to the college norms, derive feedback
on their "at-risk" status, and gain information on resources
and services based on assessed needs for strengthening and improvement.
Santa Barbara City College
Self-Assessment for Success Screening Inventory
SASSI © 1998
The purpose of this scale is to provide
you an opportunity to reflect upon and assess your strengths
and weaknesses in relation to success at college. Serious, thoughtful
and honest reflection is often beneficial when heeded. Please
reflect on how things are going for you on average this semester.
Then rate yourself in the following areas; place your score
for each item 1 through 19 in the space to the right. Reference:
Launier, R. (1997). SASSI - SBCC Survey 1997. SBCC Luria Library
- Completing and mastering the reading assignments
for my classes on time is, for the most part:
easy = 1 manageable = 2 problematic = 3 very difficult = 4 beyond
me = 5
- Completing the written assignments for my classes
on time and well is, for the most part:
easy = 1 manageable = 2 problematic = 3 very difficult = 4 beyond
me = 5
- Being an active participant in my classes (taking
notes, speaking out, questioning & staying involved) is:
easy = 1 manageable = 2 problematic = 3 very difficult = 4 beyond
me = 5
- For me, the mathematics, computational tasks,
calculations or math assignments for my course requirements
are:
easy = 1 manageable = 4 problematic = 6 very difficult = 8 beyond
me = 10
- In my courses, critical thinking (questioning,
reflecting, analyzing, comparing, applying) is:
easy = 1 manageable = 2 problematic = 3 very difficult = 4 beyond
me = 5
- My grades in high school were mostly:
As = 1 As & Bs = 4 Bs = 6 Bs & Cs = 8 Cs = 10
Cs & Ds = 12 Ds = 14 Ds & Fs = 16 Fs = 18
- Doing an efficient and effective library research
for class assignments is, for the most part:
easy = 1 manageable = 2 problematic = 3 very difficult = 4 beyond
me = 5
- Memorizing (reviewing, talking about, reciting
and rehearsing) study material is, for me, a ______ habit.
strong = 1 consistent = 4 occasional = 6 unusual = 8
very weak = 10
- Managing my time to study well, read, prepare
for and pass course requirements is:
easy = 1 manageable = 4 problematic = 6 very difficult = 8 beyond
me = 10
- When possible, using computers to help in my
studies and course work is:
easy = 1 manageable = 2 problematic = 3
very difficult = 4 beyond me = 5
- When I need it, seeking help from those who
can help me succeed in college is something:
I do easily = 1 I do = 4 I do uneasily = 6 I put off = 8
I avoid until it's too late = 10
- Participating actively, cooperatively and equally
in my classes, doing my share, and contributing to the class
is something:
I do a lot = 1 I do some = 4 I do just a little = 6 I avoid
= 8 I rely on others = 10
- I attend my classes mostly on a regular basis
without cutting, arriving late or leaving early:
always = 1 mostly = 4 usually = 6 somewhat = 8
not really = 10
- For every hour in class, I put in about ____
hours of additional time for study and assignments:
three = 1 two = 2 one = 3 1/2 hour = 4
1/4 hr or less = 5
- As a priority, my commitment, motivation and
dedication to succeed in college comes:
first = 1 after work/family = 2 third = 3 after play = 4
last = 5
- My capacity and time to devote myself to college
studies are ____ by other responsibilities/problems.
unaffected = 1 limited = 2 very limited = 3 severely affected
= 4 extremely affected = 5
- Generally, during the week, I often watch about
_____ hours of television per day.
zero = 0 1 hour or less = 1 two hours = 2 three hours = 3 four
hours = 4 five or more hours = 5
- In my private life or with friends, I get high,
stoned or intoxicated with alcohol or drugs:
never = 0 rarely = 1 monthly = 2 several times monthly = 3 weekly
= 4 several times weekly = 5 daily = 6
- Overall, my level of satisfaction with
being in college, with my success in college, and with the college
itself is:
couldn't be better = 1 very satisfied = 4 somewhat satisfied
= 6
dissatisfied = 8 very dissatisfied = 10
---------------------------------------------------------------
What else? What do you think interferes most with
your success at SBCC?
Total Score (add up items 1 - 19) [______]
---------------------------------------------------------------
Please Complete the following by circling
or filling in the right answer.
Semester at SBCC: 1st 2nd 3rd 4th 5th 6th
Ed. Degree Goal: take course get a certificate get: AA BA MA Ph.D.
M..D
Your Major ______________________
Current course load _____ units
Job hours worked per week ______ Age _____
Gender: Male Female
Is English is your first language? Yes No
Current G.P.A. ________
Self-Diagnostic Interpretive Guide
- Any item 1 - 19 scored in the last or next to
last place on the right warrants immediate attention and help.
- To interpret your total score, add a constant
of 30 if female or 26 if male, then plot this score on the College
Degree Scale.
Total Score: 71 or less ! Cool. Excellent, keep
up the good work. You might consider a more challenging course
load.
Score: 72 - 85 Warm. Congratulations! You are experiencing
the challenges, rigors and values of college.
Score: 86 - 98 Heating Up. Warning Zone. Time for
preventive efforts. Seek consultation or help now.
Score:99 - 125 Boiling. Danger Zone. You are
at risk of failing & dropping out. Get help immediately!
Average SASSI Scores by Grade: (constant added)
| All |
|
|
|
|
| A = 70 |
B = 80 |
C = 90 |
D = 99 |
F = 110 + |
| Male |
|
|
|
|
| A = 73 |
B = 80 |
C = 92 |
D = 102 |
F = 110 + |
| Female |
|
|
|
|
| A = 67 |
B = 80 |
C = 88 |
D = 94 |
F = 110 + |
SBCC Resources & Services available are
listed below
Reading Problems?
The Learning Resource Center (LRC), via the Academic Skills counter,
provides an 8 week, self-paced course on Reading, Spelling, Vocabulary
and Grammar which can be taken for 1 unit of credit. A CD for
ESL students can also be checked out from the Learning Assistance
counter at LRC. The English Skills 103 class is an excellent class
for reading
Writing Problems? The
Learning Resource Center provides a Computer Writing Lab for use
of word processors; computer-assisted writing tutors are available.
The Tutorial Writing Lab at the LRC also provides writing tutors
for individual help in general writing skills.
Library Research Problems?
Consider taking English 109 "Library Research Skills Class."
Four videos can be checked out: "Welcome to Luria Library,"
"The Magic of Merlin," "Periodicals, Articles and
InfoTrack," and "The Internet." A one hour library
orientation can also be arranged for your class. Ask at the Information
Desk.
Math Problems? The
Math Computer Lab on the bottom floor of the IDC building provides
a number of software programs and tutorials in math and statistics.
The Learning Resource Center also offers a large selection of
video tapes on math-related subjects, and can be checked out at
the Learning Assistance counter.
Course Problems?
The Tutorial Center at the LRC provides many class-specific tutors
for a wide range of classes. Also, take advantage of your professor's
office hours for help on course-related problems.
Personal Problems?
The Mental Health Counseling Services located at the Student Services
Bldg., SS-170 can provide confidential assistance with regard
to psychological, drugs or alcohol and stress-related difficulties
that often interfere with achieving your academic potential. You
can call for an appointment @ 965-0581 x 2298
Health Problems?
Student Services also provides a Health Services/Wellness Program.
A registered nurse is on duty for first aid, emergency care, assessment,
referrals and counseling. Located at SS-170.
Career Problems? The Career Advancement Center, located in Student
Services Bldg, SS-282, provides drop-in counseling, interest and
skills testing, computer-assisted career guidance, part-time job
leads, career planning, resume writing and job seeking skills
assistance.
Time Problems? Consider making
a pie chart to see how and where your time is spent. Divide the
pie to reflect where the 24 hours are spent. The two universal
shortages are time and money. Often, we sell the first to get
more of the second; later pay dearly to have more of the first.
Do you sell or spend your time wisely? Construct a weekly and
semester planner (consult the SBCC Student Planning Guide). Block
out the hours committed and/or allocated to courses and mandatory
activities. Are you over committed? Do you watch too much TV?
Plan how to use your time. Make lists of what you need to do,
prioritize and work your plan. See the SBCC Psychology Dept. Home
Page for further leads. The Personal Development 100 class teaches
you all of the required skills to be a successful student.
Your total SASSI
score = ____
Plus constant (26 or 30) +
_____ = Total _______
Compliments of the SBCC Psychology Department
& Division of Social Sciences
College Degree Scale
Average Grades Typically Associated with SASSI Scores
Female Males
110
108
106
104
102 D
100
98 C-
96
D 94 C
C- 92
C 90
88 C+
86
C+ 84
B- 82 B-
80 B
B 78
76 B+
B+ 74
72 A
70
A 68
66
64
62
60
Females Males
SASSI SASSI
Score: Score:
Student Success
from a
S.A.S.S.I.
Perspective
SBCC Fall 97 Survey Findings with the
Self-Assessment
for Success Screening Inventory
December
1997
Ray Launier,
Ph.D.
Twenty classes offered in the Fall
semester, fourteen from 100 or 101 level and six from 200 level
courses, were randomly selected and surveyed (N: 784) with the
SASSI Scale. Special thanks are due to the following Departments
and individuals for their assistance in this survey. Physical
Anthropology (Eric Wise), Biology (Larry Jon Friesen), Computer
Information Sciences (J. Sodusta), Computer Applications (M. Earle
and Mindy Mass), Communications (Ronald Adler and Mary Wiemann),
Electronic Computer Technology (K. Richards), English (James Stevens),
Film Studies (Mace Perona), Geography (Janet Schultz), Health
Education (Ellen O'Connor), History (John Eggler), Journalism
(Patricia Stark), Nursing (Claudia Mitchell), Philosophy (Joe
White), Physics (Michael Young), Psychology, and Radiography (Laura
Krawezyk).
The findings summarized in the following tables
suggest that about 75 % of our students are able to manage the
demands and challenges of City College courses, relatively free
of serious problems and/or difficulties. The corollary: 25 % are
in another boat, floundering and in need of attention, and in
which 9.2 % are having a very difficult time.
Acknowledgement and thanks are also due the
784 students who completed the survey, who sometimes complain
of being "surveyed to death," but who, through their
participation in this survey, contribute significantly to the
institutional mission of enhancing student success. Finally, I
also want to express my appreciation to the FEC program for its
support of this project, and to the work study student Jon Sheppard
Reynolds whose painstaking and conscientious help in data entry
proved invaluable.
Abstract
A significant and increasing percentage of college
students are perceived by faculty as under prepared in the basic
academic skills, study skills, commitment and disposition toward
learning needed to succeed in college. Based on the recommendations
made by SBCC faculty to promote student success, a self-assessment,
self-diagnosis and self-referral instrument was developed to help
identify the academic, motivational, affective and situational
factors which undermine student success. The Self-Assessment for
Success Screening Inventory - SASSI was administered to a randomly
selected sample of 784 SBCC students to establish norms in 19
areas related to student success. The total SASSI scale score
was found to be significantly correlated (r -.53, p < .001)
with GPA. Each of the 19 items was also significantly associated
with GPA. The findings also indicate that on average 25% of the
students surveyed are having significant problems managing the
demands and challenges of college, of which 9.2% are having a
very difficult time. Gender differences and differences related
to part-time work and academic division are reported. The SASSI
instrument enables a student to assess his or her strengths and
areas in need of strengthening. It provides norms and guidelines
for self-diagnosis. The one page instrument also list the self-referral
resources and services available on campus to assist students
in achieving success.
Introduction
Shortly after the midterm period in this Fall semester,
a randomly selected sample of SBCC students were asked to complete
the Self-Assessment for Success Screening Inventory. The SASSI
instrument solicits self-report ratings in 19 areas of cognitive,
affective, behavioral and social functioning believed to be related
to college success. The SASSI reflects a refinement of an earlier
SAS scale; and the current survey extends the findings from an
earlier survey of Social Science Division students at SBCC. This
report presents the background and findings from the current campus-wide
survey of SBCC students. The survey serves to identify and document
the student-centered variables that contribute most to college
success.
Background
California community college faculty report that
a significant and increasing percentage of their students "lack
the basic academic skills, study skills, commitment and/or disposition
toward learning needed to succeed in their courses (Preparing
to Serve the Student of the Future, CLCC, 1996)." In response
to this report, a study group was formed at SBCC to address the
educational preparedness of SBCC students. The SBCC study group
conducted a survey of faculty perceptions of student preparedness,
identified factors which undermined student success, and recommended
a set of strategies to increase student preparedness (Strategies
for Promoting Student Success in Their Courses; August, 1996).
Recommendation #3 suggested that "Consideration
should be given to instituting a college-wide Early Alert Program.
In addition to assessing student acquisition of the subject matter,
faculty would be asked to administer in class a standardized self-scored
Assessment and Referral Form designed to identify academic, motivational
and situational factors that may undermine student success in
the course (SBCC Report; 1996, p.8)."
There are many assessment instruments that have
been developed to assess academic, motivational and situational
factors related to academic success. The Achievement Motivation
Profile (Mandel, Friedland & Marcus, 1996) is a 140 item questionnaire
that measures personality traits in the areas of achievement motivation,
inner resources, interpersonal strengths and work habits. It is
a psychometrically sound instrument with good reliability and
validity. However, its focus on engrained personality characteristics
makes it less relevant to identifying changeable behaviors related
to student success. A review of 16 other well-developed assessment
instruments reveal similar shortcomings: either focused too much
on personality characteristics, or not sufficiently focused on
the kinds of student behaviors perceived by faculty as especially
relevant to student success.
The College Success Factors Index (Hallberg, Hallberg
& Sauer, 1993) is an 80 item questionnaire that measures eight
factors presumed to be related to student success: control, competition,
task precision, wellness, expectations, time management, college
and family involvement. The CSFI has been used in 10 colleges
and over the years has been administered to 60,000 students. Norms
are well-established, as is the reliability of the measures. However,
its predictive validity is arguably low: subscale correlates with
GPA average .25 (accounting for 6% of the variance in GPA), with
a total score correlate of .35 (12% of the variance).
For the purposes of promoting student success through
assessment and feedback, a major shortcoming of these instruments
lies with the fact that the instruments are overly lengthy, require
extensive and ongoing administrative support and resources to
purchase, administer, score and interpret the results to the students.
Moreover, these instrument do not meet the need identified by
SBCC faculty (Strategies for Promoting Student Success in Their
Courses; August, 1996): to administer in class a standardized
self-scored assessment and referral form and which identifies
academic, motivational and situational factors that may undermine
student success. The instruments afford neither self-scoring nor
self-referral. Accordingly, this report summarizes the progress
made and results obtained in developing an instrument for self-assessment,
self-diagnosis and self-referral in the promotion of student success.
Methods
Assessment Procedures: Scale
Development & Psychometric Properties
Early SAS Scale Construction
and Pilot Testing
Items in the SAS scale were derived from the 1996
SBCC Report on student preparedness in which faculty reported
wide ranging deficiencies shared by a large percentage of students.
Initially, fifteen items were written for the SAS scale and were
grouped into three areas: basic literacy skills, key college success
skills, and attitude/commitment to education. In addition, information
was solicited about gender, course units carried, hours worked,
and grade point average.
Psychometric scale development seeks to satisfy
four criteria: ease and clarity in administration, reliability,
validity and utility. The SAS is self-administered and takes about
ten minutes to complete. Initial feedback from students in a research
methodology class was largely positive with some suggestions for
refinement.
The test-retest reliability of the SAS scale was
assessed by readministering the scale to students in a general
psychology class with a two week interval between administrations.
The second administration occurred about one week prior to mid-term.
A Spearman-Brown correlation coefficient of .76 was obtained (N:113),
thus indicating a fair degree of measurement reliability.
The criterion and construct validity of the SAS
scale can be assessed by examining the relationship of SAS scores
to academic performance and grades. Higher scores on the SAS scale
indicate greater amounts of self-reported academic difficulties.
In several psychology classes (N:152), a negative correlation
coefficient (-.32, p. = .001) was obtained between student scores
on the midterm exam and total SAS scores. For those students who
reported their G.P.A. (about 65%) in general psychology, philosophy
and political science classes (N:216), a negative correlation
coefficient (-.54, p. = .001) was obtained between G.P.A. and
total SAS scores.
These preliminary findings showed that the SAS scale
could be easily self-administered and self-scored, and that it
provides reliable and valid results. Moreover, to the extent that
SBCC students can assess their own level of preparedness, compare
their results with SBCC norms, and reflect upon the relationships
between performance, motivation and success, then students would
have a basis and guidelines for seeking assistance in the particular
areas indicated.
First SAS Scale Revision
The SAS scale was revised based on results and
recommendations from students and colleagues in the pilot testing
stage. Instructions for using the scale were improved. The items
were rewritten to improve clarity and specificity. A 5-point scale
was substituted for the 4-point scale for the rating of each item,
to improve the interpretive and psychometric properties of the
scale. An open-ended question was included: "What else or
what interferes most with your success at SBCC?" Demographic
information was solicited at the end instead of at the beginning
of the scale. Finally, a self-diagnostic "college success
temperature scale" was included, together with a detailed
listing of college resources for self-referral purposes. To calibrate
the "college success temperature scale," and to establish
normative data on the scale and scale items, a survey of SBCC
students was required.
Social Sciences Division Survey &
Findings
The revised scale was administered to a random
sample of students from general education courses in the Social
Sciences. To draw a representative sample of Social Science Division
students, sixteen classes (two from each Department) were randomly
selected from all the GE classes offered in the Social Sciences
Division. The students (N: 569) who participated in the survey
were drawn from classes in anthropology, communications, ethnic
studies, history, philosophy, political science, psychology and
sociology. The sample is representative of beginning general education
students who are often at higher risk of failing than the more
focused and mature students. The sample represents the target
population of particular concern to faculty and administration.
Overall, the total SAS scale score bore a significant
negative correlation (-.46, p. < .001) with GPA. Students who
reported having more problems also reported lower GPAs. All items
in the SAS scale were significantly correlated with self-reported
GPA, but more so for male than for female students. Time management
was a significant problem for 50.6% of the men, and for 44.6%
of the women. In relation to part time jobs, 53.6% of the men
were working 20 or more hours per week; 44% of the women were
as well. Attending classes was a problem for 22.2% of the men,
and or 11.1% of the women. For 18% of the men and for 6.6% of
the women, commitment and motivation to succeed in college was
a third order or an even less significant priority. This is further
evident in the finding that 18.8% of the men and 8.7% of the women
report watching on average 4 or more hours of television per day.
Moreover, 36.8% of the men, 19.4% of the women, report that for
every hour in class they only put in an additional 1/2 hour or
less of time for study and assignments.
Although work and time management problems appear
to be key contributors to impaired academic success, other factors
are also involved. Personal problems were significant for 32.8%
of the men and for 20.5% of the women. However, both men (54.2%)
and women (44.8%) reported that it was difficult and problematic
to seek out and get help when they needed it. Close to 30% of
both men and women report having problems in the more traditional
areas of academic performance: reading class assignments; participating
actively in class; memorizing course-related material. When averaged
across the 15 areas assessed by the SAS scale, 31.1% of the men
and 24.3% of the women report having problems in areas directly
related to college success. More than a quarter of our students
are on a path precipitously close to the cliffs and are at risk
of falling off.
Second Scale Revision: the SASSI
Prior to conducting a survey with a more representative
sample of SBCC students, a final revision of the SAS instrument
was made. Based on additional suggestions from SBCC faculty, and
with a desire to increase the predictive validity of the instrument,
four additional items were added. These included items related
to high school grades, degree of participation in cooperative
learning, frequency of intoxication, and overall satisfaction
with the college experience. Items were also weighted to reflect
their relative strength of relationship with GPA in the calculation
of the total score. Questions were included to assess demographic
characteristics, such as age, gender, amount of part-time work,
current course load, major, semester at SBCC, educational attainment
of parents, educational goals, language of childhood, birth order
and sibship size. The revised 19 item instrument was renamed:
the Self-Assessment for Success Screening Inventory - SASSI, a
copy of which is included in Appendix A.
College Wide Survey: Procedures & Participants
A random sample of courses offered at SBCC during
the Fall was selected.The 51 introductory 100 or 101 level courses
were listed in alphabetical order and numbered. A random numbers
table (Spatz, 1977) was used to select 20 courses for administering
the SASSI instrument. To represent more advanced students, the
20 advanced 200 series courses were also listed and from which
10 courses were randomly selected. Solicitation for instructor
assistance, guidelines for the administration of the instrument,
and a packet of survey forms were forwarded to the instructors
whose courses had been selected. Instructions included a request
to administer the survey within two weeks following midterms.
Seventy percent of the instructors administered and returned the
surveys.
In the sample of 784 students surveyed, 55.5% were
female. Ages ranged from 16 to 61 with an average age of 22.8,
median of 20 and mode of 19. Seventy-four percent of the students
worked part-time: 36% less and 38% more than 20 hours a week.
English was a second language for 16.5% of the students; 41.5%
were in the first or second semester; 65% had goals of pursuing
a four year degree or higher. Student majors were represented
as follows: 13.5% were in the Health and Human Services Division,
14.7% were in the English/Communications Division, 5.4% were in
the Fine Arts Division, 5.7% were in the Technologies Division,
4.1% were in the Business Education Division, 51.4% were in the
Social Sciences Division, and 5.2% were in the Sciences Division.
Results
The results from this survey are presented in greater
detail in Tables 1 and 2. Table 1 presents a summary of the percentage
of responses in each scale level of the 19 SASSI items. For instance,
with regard to item 14 focused on the amount of time spent studying
outside of class, 40.1% put in two to three hours for each hour
of class time; 26.9% put in a half hour or less. Managing time
is problematic or worse for 42.5% of the students. Information
provided in Table 1 serves as a base rate on the norms of student
behavior and experience. This base rate information can be useful
to students when comparing their own self-assessment to the norms
of student behavior.
When the SASSI items are divided into problematic
and non-problematic categories and then averaged across the 19
items, then one can conclude that on average 75% of our students
are able to manage the demands and challenges of SBCC courses
relatively free of serious problems and/or difficulties. Alternatively,
25% are in another boat, floundering and in need of attention.
Moreover, 9.2% are having a very difficult time and in danger
of failing.
Table 2 provides a summary of significant gender
differences in the degree of problems students experience. With
the exception of math and computational assignments in which women
report significantly more difficulties, men report doing significantly
worse in 11 of the 19 areas assessed. On average, men watch more
television, get intoxicated more often, have more difficulty managing
time, participate less in class, attend classes more poorly, study
less and are less likely to seek help.
Table 2 also summarizes the correlations between
GPA, total SASSI score and the individual scale items. For the
sample as a whole, all 19 items were significantly related to
GPA, four of which were significant for men but not for women.
The correlation of -.53 between the SASSI score and GPA is considerably
stronger than the correlation of .35 reported with the College
Factors Success Index. For males, the multiple r. of -.67 indicates
that 45% of the variance in GPA can be accounted for from variations
in SASSI assessed student behavior. Of the 19 items assessed,
four were particularly strong predictors of GPA: math difficulties,
high school grades, time management and attendance.
Demographic and situational factors were associated
with some of the variation in student SASSI scores and GPA. The
following differences were statistically significant, based on
t-test comparison of means with alpha set at .01 unless otherwise
indicated. The average SASSI score for men was 56.3, and 51.7
for women , which is also associated with a slightly higher average
GPA of 3.13 for women compared to 3.05 for men (p. <.05). Men
also reported significantly lower levels of satisfaction with
the college experience. Age was significantly correlated with
SASSI and GPA. The average SASSI score was higher for students
under twenty-one (55) compared to (52.4) for those twenty-one
or older. Older students also had a slightly higher GPA of 3.17
compared to 3.00 for those under twenty-one. Younger students
were also less satisfied.
Students for whom English is a second language had lower SASSI
scores but otherwise were the same in average GPA and satisfaction
with the college experience. The amount of student part-time work
did not correlate with GPA nor with SASSI scores. The only significant
difference between those work part-time and those who don't was
a lower level of satisfaction with college for those who work
20 or more hours per week. Similarly, levels of parental education
did not correlate nor distinguish students with regard to SASSI
scores nor GPA. The educational goals of the students did make
a difference. Those with higher goals scored lower in SASSI and
higher in GPA. Finally, significant and interesting differences
in SASSI scores, GPA and satisfaction with college were found
based on the academic division. These findings are summarized
in Table 3.
Discussion
The normative and correlational results from this
survey show that particular student behaviors are significantly
associated with student success. The predictive validity of the
19 item SASSI is considerably stronger than the 80 item College
Factors Success Index. As a self-assessment instrument for students,
it works well.
To help serve as a self-diagnostic instrument,
a "college degree" scale, analogous to a thermometer,
was developed to help students interpret their total SASSI score.
To calibrate the college degree scale, an analysis of variance
was performed in which the total SASSI score was treated as the
dependent variable. The independent variable was based on grade
point average, which was divided into 9 levels to represent letter
grade categories with + and - distinctions. Since there were significant
gender differences in total SASSI scores and in the magnitude
of correlations between SASSI and GPA, separate ANOVAS were performed
to determine the average SASSI score associated with each of the
grade categories. For males, the SASSI scores ranged from an average
of 44 for As to 72 for D. For females, the SASSI scores ranged
from an average of 38 for As and 62 for Ds. A constant (26 for
males and 30 for females) was then added to the total SASSI scores
to bring the scale into the temperature range suggestive of being
cool, warm, hot or boiling. This use and function of this "interpretive
device" is shown on the backside of the SASSI in Appendix
A.
Self-assessment and self-diagnosis were design
criteria in developing the SASSI instrument. To help serve as
a self-referral instrument, the resources and services available
to students on campus are described on the backside to the SASSI
instrument. For those students whose scores are indicative of
difficulties, referrals are listed that are specific to the areas
in which attention is indicated.
On a more general note, it is more empowering to
students to provide them with instruments and tools for their
use and potential benefit than to provide instruments to those
already professionally trained. The developmental tasks for students
is to grow into greater self-reliance and independence; to learn
to do for themselves; to engage in metacognition and self-awareness;
to monitor, correct and direct the course of their own dreams,
aspirations and action plans. In this context, the SASSI instrument,
based on the contributions of many faculty and students, can contribute
to the dreams and successes of our students.
References
CLCC, (1996). Preparing to Serve the Student
of the Future.
Hallberg, Hallberg & Sauer, (1993). The College
Success Factors Index. Sierra Madre, Ca: Ombudsman Press.
Mandel, H. P., Friedland, J. G. & Marcus, S.
I. (1996). Achievement Motivation Profile. Los Angeles:
Western Psychological Association.
SBCC, (1996). Strategies for Promoting Student
Success in Their Courses.
Spatz, C. (1997). Basic Statistics. Tales of
Distribution. 6th ed. Pacific Grove: Brooks/Cole Publishing.
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