In much of the research conducted done on adolescents relating to academic failure the primary variables used are GPA (grade point average), school tardiness, absences, referrals to counselor, and academic suspensions/expulsions. 
 

Name:	Academic Self  Description Questionnaire II
Author:	Herbert W. Marsh
Date:	1990
Instrument Description:	Measures multiple subject matter dimensions of academic self-concept using a 6-point Likert-type scale format. Contains 96-item self-report scale compromising 15 subject-matter subscales and one General School subscale. Subject areas tapped are English language, English literature, foreign languages, history, geography, commerce, computer studies, science, mathematics, physical education, health, music, art, industrial art, and religion.
Where Available:	Herbert W. Marsh, School of Education and Language Studies, University of Western Sydney, P. O. Box 555, Campbelltown, New South Wales 2560, Australia
Subtests:	15 subject-matter subscales and one General School subscale
Cost:	No manual presently available. However, Dr. Marsh has recommended that interested users write him for updated information.
Intended Audience:	For use with junior high and high school students, ages 12-19
Subtests:	15 subject-matter subscales and one General School subscale
Psychometrics:	Internal consistency reliability coefficients ranging from .885 to .949 for the 16 subscales have been reported.
Advantages/Disadvantages	Can be administered by groups or individually. Instructions self-explanatory and easily understood. Measurement disadvantage lies in incomplete psychometrics.

 

Name:	Intellectual Achievement Responsibility Scale
Author:	Crandall, V. C. Katkovsky, W., & Crandall, V. J.
Date:	1965
Instrument Description:	A 34-item questionnaire that measures responsibility for success and failure. Each forced choice item describes either a positive or negative achievement experience routinely occurring in the child’s daily life. Total score is obtained by summing postive and negative answers.
Where Available:	Crandall, V. C. Katkovsky, W., & Crandall, V. J. (1965). Children’s beliefs in their own control of reinforcements in intellectual academic situations. Child Development, 36, 91-110.
Literature Reference:	Slade, B. B., Steward, M. S., Morrison, T. L., & Abramowitz, S. I. (1984). Locus of control, persistence, and use of contingency information in physically abused children. Child Abuse and Neglect, 8, 447-457.
Cost:	Not indicated
Intended Audience:	Children
Subtests:	None indicated
Psychometrics:	Test-retest reliabilities were .69 for neutral items, .66 for positive items, and .74 for negative items. Construct validity demonstrated satisfactory in previous research with children. Test-retest correlations were reported to be .66 for success internality and .74 for failure internality.
Advantages/Disadvantages	Primary use has been on abused children but has potential to be extended, with modification, to a normal population of adolescents.

 
  

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