Survey of Study Habits and Attitudes (SSHA)
|Name||Survey of Study Habits and Attitudes|
The purpose of SSHA is to identify students who study habits and attitudes are different from those of students who earn high grades, also understanding students with academic difficulties and it provide a basis for helping such students to improve their study habits and attitudes and thus more fully realize their best potentialities.
|Population||Student population is used for this test|
|Time||It has no time limit but usually it takes 20 minutes for administration.|
|Author||James H Bray|
|Publisher||American Psychological Association|
The SSHA was designed as a “measure of study methods, motivation for studying, and certain attitudes towards scholastic activities important in the classroom.” It is suitable for administration to both high school and college students on either an individual or group basis for screening and diagnostic purposes, but not for selection purposes. A unique feature of the SSHA is that it is heavily loaded with items representing attitudes towards study in addition to items concerning habits of study.
|Scoring||It uses both type of scoring hand scoring and machine scoring.|
The split third reliability of the SSHA was estimated using the watched random subsets method suggested by Gulliksen. Three equivalent subsets scores were derived from the SSHA scores using the 36 item key, the reliability coefficient of the SSHA for men was found to be 92 for women, using 29-item key, the reliability coefficient was found.
The SSHA has been validated in a number of colleges throughout the United States. In all these studies the criterion used was the 1. Semester grade-point average. While admittedly somewhat unreliable, 1 semester grades provide. The only realistic estimates of scholastic achievement over a short period of time. The prediction is better when the students are interested in their results when such interest is not manifest.
Norms to find the percentile equivalent of a given raw score locate the number closest to it in the column labeled score under the appropriate sex and note the corresponding percentile in the column labeled percentile. High scores on SSHA are the characteristics of students who get good grades, while low scores tend to be characteristics of those who get low grades.
|Suggested Uses||Students and adults population will also use this standardize test.|
Anam Shahid Mughal