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dc.contributor.authorIreri, A. M.
dc.contributor.authorWawire, Chrispus K.
dc.contributor.authorMugambi, Doyne K.
dc.contributor.authorMwangi, Cecilia N.
dc.date.accessioned2016-03-09T08:15:29Z
dc.date.available2016-03-09T08:15:29Z
dc.date.issued2015
dc.identifier.citationIreri AM. Wawire CK, Mugambi DK, Mwangi CN (2015) Academic Identity Status Measure: Psychometric Properties when Used among Secondary School Students in Kenya. Int J Sch Cog Psychol 2: 150. doi:10.4172/2469-9837.1000150en_US
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/14400
dc.descriptionResearch paperen_US
dc.description.abstractThe study examined the internal consistency, factor structure, and predictive validity of the academic identity measure (AIM), a pioneer measure of academic identity status. Data were collected from 390 students (average age 16.65; SD=1.31) in 10 secondary schools in Embu County, Kenya. The factor structure of the AIM corresponded to that reported in previous studies among high school and college students. Furthermore, significant correlation and predictive equation was found between AIM subscales and academic achievement. The AIM yielded data with sufficient psychometric properties among secondary school students. In addition, the findings add support to crossnational generalizability of the factor structure of the AIM.en_US
dc.language.isoenen_US
dc.subjectPsychometric propertiesen_US
dc.subjectCommitmenten_US
dc.subjectExperiencesen_US
dc.subjectConceptualizeden_US
dc.titleAcademic identity status measure: psychometric properties when used among secondary school students in Kenyaen_US
dc.typeArticleen_US


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