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Title: The Academic Performance Stages of Change Inventory (APSCI): An application of the Transtheoretical Model to academic performance
Author: Moreira, Paulo
Moreira, Fátima
Cunha, Diana
Inman, Richard A.
Keywords: Transtheoretical Model
Stages of change
Academic performance
Academic Performance
Stages of Change Inventory
Issue Date: 2018
Publisher: Taylor & Francis Online
Citation: Moreira, P., Moreira, F., Cunha, D., Castro, J. (2018), The Academic Performance Stages of Change Inventory (APSCI): An application of the Transtheoretical Model to academic performance. International Journal of School & Educational Psychology, 8(3), 199-212. Retrieved from
Abstract: The Transtheoretical Model (TTM) conceptualizes change as a process with five identifiable stages. Each stage has psychological characteristics that are manifestations of an underlying continuum of change. Surprisingly few studies have applied the TTM to understand the process involved with academic development. The objective of this study was to assess a new instrument designed to measure the stages of change in the development of academic performance: the Academic Performance Stages of Change Inventory (APSCI). High-school students (N = 564) were sampled from the 10th, 11th, and 12th grades of a secondary school in Portugal. Results showed that a correlated five-factor structure, corresponding to the five stages of change, had good empirical fit. The latent factors of this model (stages) were shown to have the same meaning across school grade and gender. We concluded that the five APSCI subscales had reasonable internal consistency considering the small number of items per factor. Students in the later stages of change tended to have better academic performances and to be more engaged in school than those in the earlier stages, particularly the pre-contemplation stage. This study provides good preliminary evidence that the APSCI is a suitable tool for assessing stages of change of academic performance.
Description: Instituto de Psicologia e de Ciências da Educação, Universidade Lusíada-Norte (Porto), Centro de Investigação em Psicologia para o Desenvolvimento (CIPD), Observatório da Melhoria e Eficácia da Escola, Porto, Portugal
Published in 2018 at: International Journal of School & Educational Psychology
Peer reviewed: yes
Other Identifiers: doi: 10.1080/21683603.2018.1530158
Document Type: Article
Appears in Collections:[ILID-CIPD] Artigos

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