This article describes the development of the Student Engagement in School Success Skills instrument including item development and exploratory factor analysis. The instrument was developed to measure student use of the skills and strategies identified as most critical for long-term school success that are typically taught by school counselors.
American School Counselor Association. (2005). The ASCA national model for school counseling programs (2nd ed.). Alexandria, VA: Author.
2.
American School Counselor Association. (2012). The ASCA national model for school counseling programs (3rd ed.). Alexandria, VA: Author.
3.
BrigmanG.WebbL. (2010). Student success skills: Helping students develop the academic, social and self-management skills they need to succeed: Classroom manual. Boca Raton, FL: Atlantic Educational Consultants.
4.
BrownD.TrustyJ. (2005). School counselors, comprehensive school counseling programs, and academic achievement: Are school counselors promising more than they can deliver?Professional School Counseling, 9, 1–8.
5.
CostelloA. B.OsborneJ. W. (2005). Best practices in exploratory factor analysis: Four recommendations for getting the most from your analysis. Practical Assessment, Research & Evaluation, 10(7), 1–9.
6.
DimmittC.CareyJ. C.HatchT. (2007). Evidence-based school counseling. Making a difference with data-driven practices. Thousand Oaks, CA: Corwin Press.
7.
DimmittC.CareyJ. C.McGannonW.HenningsonI. (2005). Identifying a school counseling research agenda: A Delphi study. Counselor Education and Supervision, 44, 214–228.
8.
DurlakJ. A.WeissbergR. P.DymnickiA. B.TaylorR. D.SchellingerK. B. (2011). The impact of enhancing students’ social and emotional learning. Child Development, 82, 405–432.
9.
FabrigarL. R.WegenerD. T.MacCallumR. C.StrahanE. J. (1999). Evaluating the use of exploratory factor analysis in psychological research. Psychological Methods, 4, 272–299.
10.
GreenbergM. T.WeissbergR. P.O’BrienM. U.ZinsJ. E.FredericksL.ResnikH. (2003). Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. American Psychologist, 58, 466–474.
11.
HattieJ.BiggsJ.PurdieN. (1996). Effects of learning skills interventions on student learning: A meta-analysis. Review of Educational Research, 66, 99–130.
12.
MarzanoR.PickeringD.PollockJ. (2001). Classroom instruction that works. Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.
13.
MastenA. S.CoatsworthJ. D. (1998). The development of competence in favorable and unfavorable environments: Lessons from research on successful children. American Psychologist, 53, 205–220.
14.
MetaMetricsInc. (2012). The lexile framework for reading. Retrieved from www.lexile.com
15.
ScarboroughJ. L. (2005). The school counselor activity rating scale: An instrument for gathering process data. Professional School Counseling, 8, 274–283.
16.
SinkC. A.SpencerL. R. (2007). Teacher version of the My Class Inventory: Short Form: An accountability tool for elementary school counselors to measure classroom climate. Professional School Counseling, 11, 129–139.
17.
SperlingR. A.HowardB. C.MillerL. A.MurphyC. (2002). Measures of children’s knowledge and regulation of cognition. Contemporary Educational Psychology, 27, 51–79.
18.
TinsleyH. A.TinsleyD. J. (1987). Uses of factor analysis in counseling psychology research. Journal of Counseling Psychology, 34, 414–424.
19.
United States Department of Education. (2010). A blueprint for reform: The reauthorization of the elementary and secondary education act. Washington, DC: Author. Retrieved from http://www2.ed.gov/policy/elsec/leg/blueprint/blueprint.pdf
20.
VelicerW. F.JacksonD. N. (1990). Component analysis versus common factor analysis: Some issues in selecting an appropriate procedure. Multivariate Behavioral Research, 25, 1–28.
21.
WangM. C.HaertelG. D.WalbergH. J. (1994). What helps students learn?Educational Leadership, 51, 74–79.
22.
WhistonS. C.AricakT. (2008). Development and initial investigation of the school counseling program evaluation Scale. Professional School Counseling, 11, 253–261.
23.
WhistonS. C.QuinbyR. F. (2009). Review of school counseling outcome research. Psychology in the Schools, 46, 267–272.
24.
WhistonS. C.SextonT. L. (1998). A review of school counseling outcome research: Implications for practice. Journal of Counseling and Development, 76, 412–426.
25.
WoodJ. M.TatarynD. J.GorsuchR. L. (1996). Effects of under- and overextraction on principal axis factor analysis with varimax rotation. Psychological Methods, 1, 354–365.
26.
YildizE.AkpinarE.TatarN.ErginO. (2009). Exploratory and confirmatory factor analysis of the metacognition scale for primary school students. Educational Sciences: Theory & Practice, 9, 1591–1604.
27.
ZinsJ.WeissbergR.WangM.WalbergH. (2004). Building academic success on social and emotional learning: What the research says. New York, NY: Teachers College Press.
