Abstract/Details

Academic optimism of schools: An investigation of the construct validity of academic optimism, Hoy et al. model


2008 2008

Other formats: Order a copy

Abstract (summary)

Academic optimism, a measure originally developed by Hoy, Tarter, and Woolfolk Hoy (2005), is examined in an effort to test the construct validity. This research seeks to address Hoy et al.'s construct that the collective properties of academic emphasis, efficacy, and faculty trust are multiple elements of academic optimism (Hoy et al., 2005). Researchers have indicated that there are other school characteristics that shape student performance outside of the socioeconomic factors. Hoy, Tarter, & Woolfolk Hoy (2005) examined three organizational properties that made a difference in student achievement: the academic emphasis of the school, the collective efficacy of the faculty, and the faculty's trust in parents and students. They suggested the following: “Academic emphasis, collective efficacy, and faculty trust are tightly woven together and seem to reinforce each other as they positively constrain student performance” (Hoy, Tarter, and Woolfolk Hoy, 2005, p. 4). This research seeks to cross-validate the construct of academic optimism proposed by Hoy, Tarter, and Woolfolk by (2005) on an independent sample. A second goal is to assess the construct validity of academic optimism by determining the degree to which it is related to the broader construct of dispositional optimism (Scheier, Carver, & Bridges, 1994). By testing the Hoy et al. model, administrators will better understand the key elements needed, outside of SES, to improve schools and students' learning. The first hypothesis is academic emphasis, collective efficacy, and faculty trust in parents and students will be significantly correlated with each other and will load on a single component. The second hypothesis is academic emphasis, collective efficacy, and faculty trust in parents and students will be significantly less correlated with other constructs measured than with each other. The third hypothesis is construct academic optimism will not be highly correlated with the construct of dispositional optimism, providing evidence of divergent validity for Hoy et al.'s construct.

Indexing (details)


Subject
Educational tests & measurements;
School administration;
Curriculum development;
Validity;
Academic achievement;
Models
Classification
0288: Educational tests & measurements
0514: School administration
0727: Curriculum development
Identifier / keyword
Education; Academic emphasis; Academic optimism; Collective efficacy; Construct validity; Dispositional optimism; Trust
Title
Academic optimism of schools: An investigation of the construct validity of academic optimism, Hoy et al. model
Author
Smith, Andrew Y.
Number of pages
61
Publication year
2008
Degree date
2008
School code
1334
Source
DAI-A 69/12, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9780549951995
University/institution
St. John's University (New York), School of Education and Human Services
University location
United States -- New York
Degree
Ed.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
3340566
ProQuest document ID
304828687
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/304828687
Access the complete full text

You can get the full text of this document if it is part of your institution's ProQuest subscription.

Try one of the following:

  • Connect to ProQuest through your library network and search for the document from there.
  • Request the document from your library.
  • Go to the ProQuest login page and enter a ProQuest or My Research username / password.