The SAAS-R: A New Instrument to Assess the School Attitudes of Students with High and Low Academic Achievement in Spain

We examined the psychometric properties of the School Attitude Assessment Survey–Revised in a Spanish population (n = 1,398). Confirmatory factor analysis procedures supported the instrument’s five-factor structure. The results of discriminant analysis demonstrated the predictive power of the School Attitude Assessment Survey–Revised scales as regards academic performance. Implications for education and assessment are discussed. The present work was supported by the Spanish Ministry of Economy and Competitiveness (Award number: EDU2012-32156) and the Vice Chancellor for Research of the University of Alicante (Award number: GRE11-15). The last co-author is funded by the Spanish Ministry of Economy and Competitiveness (Reference of the grant: BES-2013-064331).