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The development of the revised versi...

Tilley, Brian Patrick.

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The development of the revised version of the Educational Outcome Expectancy Scale.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The development of the revised version of the Educational Outcome Expectancy Scale./
Author:	Tilley, Brian Patrick.
Description:	129 p.
Notes:	Major Professor: Lisa M. Larson.
Contained By:	Dissertation Abstracts International66-08B.
Subject:	Psychology, Clinical. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3184656
ISBN:	9780542261923

The development of the revised version of the Educational Outcome Expectancy Scale.
Tilley, Brian Patrick.

The development of the revised version of the Educational Outcome Expectancy Scale. - 129 p.

Major Professor: Lisa M. Larson.

Thesis (Ph.D.)--Iowa State University, 2005.

Lent, Brown, & Hackett's (1994) social cognitive career theory (SCCT) proposes that the three processing mechanisms that underlie the development of educational interests, persistence, and achievement are self efficacy (SE), outcome expectancies (OEs), and goal representations. The researcher had two goals for this paper: to revise a measure of educational outcome expectancies, the Educational Outcome Expectancy Scale-Revised (EOE-R; Springer, Larson, Tilley, & Gasser, 2001) and obtain initial validity and reliability estimates for the measure. The researcher conducted an exploratory factor analysis and provided reliability estimates. He also obtained estimates of convergent validity for the measure using a measure of college SE, the College Self-Efficacy Instrument (CSEI; Solberg, O'Brien, Villareal, & Kennel, 1993) and a measure of personality, the Multidimensional Personality Questionnaire (MPQ; Tellegen, 1982; Tellegen & Waller, in press). In addition, he obtained an estimate of criterion validity using a measure of satisfaction for college students, the Your First College Year measure (YFCY; Astin, 1993). The results supported a 23-item single-factor model with internal consistency of alpha = .93. The results also supported convergent and criterion validity estimates of the EOE-R with expected significant correlations with the CSEI, with some primary scales of the MPQ, and with the YFCY. The results supported the positive correlation between educational OE and college SE as theorized in SCCT and found in the literature. The results added to the relative lack of literature by supporting a relation between educational OE and some facets of personality. Finally, results also support the positive relation between OE and satisfaction as conceptually discussed (Bandura, 1986; Lent et al., 1994). Additional Analyses included exploration of a six-factor solution for the EOE-R and EOE-R scores by college major.

ISBN: 9780542261923Subjects--Topical Terms:

524864
Psychology, Clinical.

The development of the revised version of the Educational Outcome Expectancy Scale.
LDR:02832nam 2200277 a 45 001 969840
005 20110920
008 110921s2005 eng d
020 $a 9780542261923
035 $a (UnM)AAI3184656
035 $a AAI3184656
040 $a UnM $c UnM
100 1 $a Tilley, Brian Patrick. $3 1293896
245 1 4 $a The development of the revised version of the Educational Outcome Expectancy Scale.
300 $a 129 p.
500 $a Major Professor: Lisa M. Larson.
500 $a Source: Dissertation Abstracts International, Volume: 66-08, Section: B, page: 4503.
502 $a Thesis (Ph.D.)--Iowa State University, 2005.
520 $a Lent, Brown, & Hackett's (1994) social cognitive career theory (SCCT) proposes that the three processing mechanisms that underlie the development of educational interests, persistence, and achievement are self efficacy (SE), outcome expectancies (OEs), and goal representations. The researcher had two goals for this paper: to revise a measure of educational outcome expectancies, the Educational Outcome Expectancy Scale-Revised (EOE-R; Springer, Larson, Tilley, & Gasser, 2001) and obtain initial validity and reliability estimates for the measure. The researcher conducted an exploratory factor analysis and provided reliability estimates. He also obtained estimates of convergent validity for the measure using a measure of college SE, the College Self-Efficacy Instrument (CSEI; Solberg, O'Brien, Villareal, & Kennel, 1993) and a measure of personality, the Multidimensional Personality Questionnaire (MPQ; Tellegen, 1982; Tellegen & Waller, in press). In addition, he obtained an estimate of criterion validity using a measure of satisfaction for college students, the Your First College Year measure (YFCY; Astin, 1993). The results supported a 23-item single-factor model with internal consistency of alpha = .93. The results also supported convergent and criterion validity estimates of the EOE-R with expected significant correlations with the CSEI, with some primary scales of the MPQ, and with the YFCY. The results supported the positive correlation between educational OE and college SE as theorized in SCCT and found in the literature. The results added to the relative lack of literature by supporting a relation between educational OE and some facets of personality. Finally, results also support the positive relation between OE and satisfaction as conceptually discussed (Bandura, 1986; Lent et al., 1994). Additional Analyses included exploration of a six-factor solution for the EOE-R and EOE-R scores by college major.
590 $a School code: 0097.
650 4 $a Psychology, Clinical. $3 524864
650 4 $a Psychology, Psychometrics. $3 1017742
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710 2 0 $a Iowa State University. $3 1017855
773 0 $t Dissertation Abstracts International $g 66-08B.
790 $a 0097
790 1 0 $a Larson, Lisa M., $e advisor
791 $a Ph.D.
792 $a 2005
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3184656