Assessing Academic Advising Outcomes Using Social Cognitive Theory: A Validity and Reliability Study
The validity and reliability of three instruments, the Counselor Rubric for Gauging Student Understanding of Academic Planning, micro-analytic questions, and the Student Survey for Understanding Academic Planning, all based on social cognitive theory, were tested as means to assess self-efficacy and self-regulated learning in college academic planning. The rubric assessed pre- and post-intervention self-regulated learning of academic-planning strategy levels. The micro-analytic questions assessed self-regulated learning during forethought and self-reflection phases. Post-intervention self-efficacy in academic planning and retrospectively evaluated pre-intervention self-efficacy were measured by the survey. All three instruments showed strong validity and reliability, but the survey did not distinguish between different self-efficacy challenge levels.
Contributor Notes
Richard J. Erlich, PhD, is counselor and Faculty Research Coordinator at Sacramento City College in California. This article is based upon his doctoral dissertation: http://ir.library.oregonstate.edu/xmlui/handle/1957/20908. Correspondence concerning this article should be addressed to him at erlichr@scc.losrios.edu.
Darlene F. Russ-Eft, PhD, is professor of Adult Education and Higher Education Leadership in the College of Education at Oregon State University located in Corvallis.
Special thanks to Dr. Neil Willits, Senior Statistician Consultant at the University of California, Davis, for his statistical mentoring and review.