Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Document Type
Article
Publication Date
4-2013
Abstract
Academic maturity is defined as the extent to which college students maximize their academic potentials. Addison, Althoff, and Pezold (2009) designed the 100-item Academic Maturity Scale (AMS) to measure this construct. Through factor analyses, the AMS was reduced to 30 items and four factors: motivation, responsibility, focus, and time management. The current study examined the reliability and validity of the 30-item AMS. Data from 425 participants supported the internal consistency of the AMS subscales, and results from 88 participants who completed the AMS, the Academic Motivation Scale (Vallerand et al., 1992), and the Time Management Questionnaire (TMQ; Britton & Tesser, 1991) yielded significant, positive correlations between scores on the AMS time management subscale and TMQ scores, and between scores on the AMS motivation subscale and those on the Academic Motivation Scale. These findings support the validity of the time management and motivation subscales of the AMS.
Recommended Citation
McElroy, Erin L., "Reliability and Validity of the Academic Maturity Scale" (2013). Undergraduate Honors Theses. 58.
https://thekeep.eiu.edu/honors_theses/58
