Scale Description

The Perceived Ability Scale for Students (PASS-70) is a psychological assessment tool designed to measure students’ perceptions of their own abilities across various academic and non-academic areas. This scale helps in understanding how students view their competence and self-confidence, factors that can influence their motivation and academic performance.

Key Components

Scope: The scale assesses self-perceptions related to academic skills, social abilities, and personal competencies.
Dimensions: It includes various dimensions such as self-esteem, perceived ability in specific subjects, and overall academic self-concept.

Data Analysis and Usage

The analysis of data from the Perceived Ability Scale for Students (PASS) includes:
Processing Results: Collecting responses from the scale and calculating scores for each dimension of perceived ability.
Interpreting Data: Analyzing scores to understand students’ self-perceptions and how these relate to academic performance and motivation.
Application: Using the results to develop strategies aimed at enhancing students’ self-confidence and improving their academic engagement.

Purpose

The main objectives of the Perceived Ability Scale for Students (PASS) are:
Assessing Self-Perceptions: Evaluating students’ perceptions of their abilities across different areas.
Understanding Motivation: Examining how self-perceptions influence motivation and academic performance.
Designing Interventions: Providing recommendations for strategies that strengthen students’ self-confidence and improve their academic outcomes.

Calibration

The calibration of the Perceived Ability Scale for Students (PASS) includes:
Scoring: Assigning scores for each dimension based on responses.
Statistical Analysis: Applying statistical methods to ensure the validity and reliability of the scale.
Normalization: Comparing results with standardized data to interpret scores accurately.

Bibliography

Bandura, A. (1997). Self-efficacy: The exercise of control.
Schunk, D. H. (1991). Self-efficacy and academic motivation.
Harter, S. (1985). Manual for the Self-Perception Profile for Children.
Nicholls, J. G. (1989). The competitive ethos and democratic education.
Marsh, H. W., & Shavelson, R. J. (1985). Self-concept: Its multifaceted, hierarchical structure.