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This study examines the convergent validity and divergent validity of the Student Engagement in School Success Skills (SESSS) survey. The SESSS is easy to administer (it takes fewer than 15 minutes to complete) and is used in schools to provide educators with useful information about students' use of skills and strategies related to school success. A total of 4,342 fifth graders completed the SESSS; the Motivated Strategies for Learning Questionnaire (MSLQ) Cognitive Strategy Use, Self-Regulation, Self-Efficacy and Test Anxiety subscales; and the Self-Efficacy for Self-Regulated Learning (SESRL). The three subscales of the SESSS (Self-Direction of Learning, Support of Classmates' Learning and Self-Regulation of Arousal) correlated highly with the MSLQ Cognitive Strategy Use and Self-Regulation subscales, moderately correlated with the Self-Efficacy subscale and the SESRL, and did not correlate with the MSLQ Test Anxiety subscale. Future research is needed to use the SESSS subscales as discriminable dimensions.Keywords: school success, convergent validity, divergent validity, Student Engagement in School Success Skills survey, educatorsFor more than a decade, researchers have placed increased emphasis on evidence-based practice and a programmatic approach to school counseling (Carey, 2004; Green & Keys, 2001; Gysbers, 2004; Lapan, 2005; Myrick, 2003; Paisley & Hayes, 2003; Whiston, 2002, 2011). This emphasis from the school counseling profession reflects national initiatives. In 2001, the Institute of Education Sciences, the research arm of the U.S. Department of Education, was established to determine, through rigorous and relevant research, what interventions are effective and ineffective for improving student achievement and education outcomes. The What Works Clearinghouse (WWC), an initiative of the Institute of Education Sciences, was created in 2002 to identify studies that provide credible and reliable evidence of the effectiveness of education interventions. The purpose of WWC is to inform researchers, educators and policymakers of interventions designed to improve student outcomes.The American School Counselor Association's (ASCA, 2005) response to emerging national policy and initiatives included a call for school counselor-led interventions that contribute to increased student achievement as part of a comprehensive school counseling program. The need for more research to identify evidence-based interventions tying school counselors to improved student academic performance also surfaced in a school counseling Delphi study, which identified the most pressing research questions in the profession (Dimmitt, Carey, McGannon, & Henningson, 2005). The top priority cited by this Delphi study was the need to determine which school counseling interventions resulted in the greatest student achievement gains. In addition, five major reviews of school counseling research all discussed the need for more research to strengthen the link between school counselor interventions and student achievement (Brown & Trusty, 2005; Dimmitt, Carey, & Hatch, 2007; Whiston & Quinby, 2009; Whiston & Sexton, 1998; Whiston, Tai, Rahardja, & Eder, 2011). However, researchers continue to report limitations in the school counseling outcome research. Among the limitations are conclusions drawn from studies based on nonstandardized outcome assessments. For instance, in a review of school counseling studies, Brown and Trusty (2005) concluded that school counseling research has been limited by the lack of valid and reliable instruments that measure the skills, strategies and personal attributes associated with academic and social/relationship success. More recently, Whiston et al. (2011) completed a meta-analytic examination of school counseling interventions and also determined the dominance of nonstandardized outcome assessments in school counseling research as a significant limitation. These limitations continue to be a hindrance for the school counseling profession, given the goal of establishing evidence-based practices that link school counselor interventions to improved student outcomes. …

Convergent and Divergent Validity of the Student Engagement in School Success Skills Survey