Table of Contents

I. Introduction………………………………………………………………………...2
a. Purpose……………………………………………………………………..2
b. What the ASDT measures………………………………………………….2
c. Model of Self Determination……………………………………………….2
d. Development of the ASDT………………………………………………....3

II. Applications and Administration…………………………………………………...3

a. Assessment……………………………………….........................................4
b. Selection……………………………………….............................................4
c. Counseling………………………………………..........................................4
d. Administration………………………………………....................................4
e. Good Practice……………………………………….....................................4

III. Scales Description………………………………………..........................................4

a. Overview………………………………………............................................4
b. Interpreting Scores……………………………………….............................4

IV. Reliability and Validity………………………………………..................................6

a. Item Analysis……………………………………….....................................6
b. Internal Consistency………………………………………..........................7
c. Validity……………………………………………………………………..7

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 Academic Self-Determination Test (ASDT) for College Students

I. Introduction

Purpose of the ASDT

The purpose of the Academic Self-Determination Test (ASDT) is to measure a student’s level of
self-determination in association with academic motivation and performance. This test is based
on the Self-Determination Theory formulated by Deci & Ryan (1985) which identifies
competence, autonomy, and relatedness as significant components of motivation.

Model

What the ASDT Measures

The ASDT is a 63-item self-report questionnaire that measures academic self-determination.

Each item uses a 5-point Likert scale that ranges from “Definitely Agree” to “Definitely
Disagree”. The composition of the questionnaire items aims to measure each of the following
components of self-determination:

Autonomy. The need to feel that the result of one’s actions are self-determined or self-caused.
● Sample Question: I usually make decisions about my academics without advice from my
peers and/or professors.

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Competence. The need to feel capable of performing tasks at various difficulty levels.
● Sample Question: I am confident in my ability to complete assignments successfully.

Relatedness. The need to create and maintain relationships in order to feel connected with
others.
● Sample Question: I actively participate in student activities in order to connect with
people.

Development of the ASDT

The development of the ASDT took place in three phases:

Phase 1: The development of the ASDT started with finding theoretical support for the
construct, self-determination. We then found the Self-determination theory formulated by Deci &
Ryan (2008) to base our dimensions and item generation. An expert then assessed the content
validity of the initial items to ensure that the item pool reflects the desired construct. Afterward,
the initial scale was administered to 30 college students for item analysis through the use of
Google forms where the participants answered using a five-point likert scale. We then evaluated
the gathered data and removed the items with low factor loadings and correlations.

Phase 2: The goal of phase 2 was to administer our scale to 50 college students to assess the
scale’s entire reliability. The same method in phase 1 was used to administer the scale. We used
the split-half method to determine its internal consistency. This resulted again in the removal of
items with low reliability to further increase the reliability of our scale.

Phase 3: The goal of phase 3 was to administer our scale with 100 college students to assess its
validity. The convergent validity was assessed by administering our scale with another
standardized test that is similar to our scale, which is the AIR Self-determination scale developed
by the American Institutes of Research. Still, the same method above was used to administer the
scale. The data gathered from the two scales were then evaluated and correlated to establish
convergent validity.

II. Application and Administration

The Academic Self-Determination Test Questionnaire is suitable for the assessment, selection,
and counseling of all Filipino college students.

Assessment. Interpretative reports gained from the ASDT test questionnaire provides
universities and colleges with a background of the students’ self-sustaining and intrinsic

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motivation, in general, their potential strengths and weaknesses in that aspect. This information
can help the institution identify what practical tips and suggestions they should provide for the
students to improve their academic performance.

Selection. The ASDT profiles allow the test administrators to differentiate the contrasting
motivation of each individual student taking the questionnaire. Providing them with information
to compare who is or who is not competent, autonomous and relatable with their peers.

Counselling. The ASDT report provides counselors a structure of information regarding a

student’s intrinsic and self-sustaining motivation in order for them to identify if there are certain
aspects of academic motivation that the student is struggling with or needs counseling. The
feedback report helps counselors identify a plan of action suitable for the client.

Administration. Essentially, students who are asked to take the ASDT Questionnaire must be
aware of the purpose and process of the test. They must be informed about what exactly the test
measures, where it will be used, whether the result will be made available for them and the
confidentiality of the information they will provide. All of these can be stated to the test takers as
part of the general briefing before the actual test-taking process or as a part of an invitation email
sent out to the student beforehand. Upon taking the test, test administrators have the option if
they will provide the students with feedback reports regarding the questionnaire.

Good practice. To ensure that the questionnaire is answered by the test takers properly and
accurately, the test administrators are expected to practice ethical responsibilities and treat the
test takers fairly. Test administrators must ensure that the environment where the test taking will
take place will be free of any influences that may affect the accuracy and relevance of the results.
Another goal that the test administrators must keep in mind is to ensure that the test takers leave
the testing facility with a good impression of testing and of the testing organization.

III. Scales Description

This section provides information and an interpretative guide on the total score of the ASDT. The
total raw score of the ASDT intended for college students is a composite of the three scales of
the entire test.

Interpreting Scores

The ASDT total raw score is composed of the scores of the three (3) scales intended for college
students. Upon the calculation of the total score, table 1 shall provide information about the
range and subsequent interpretation of high, average, and low scores.

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 Table 1. Scores Used to Define Academic Self-Determination in ASDT
INTERPRETATION ASDT SCORE

High Academic Self-Determination 133-180

Moderate Academic Self-Determination 85-132

Low Academic Self-Determination 36-84

High Academic Self-Determination ⸺ Can express and their needs, interests, and abilities.
They can set appropriate goals and expectations for themselves. They make choices and and
plans in pursuit of their goals and follow through with actions. They also act more independently
and are less influenced by other people and their environment.

Moderate Academic Self-Determination ⸺ Have a healthy amount of self-determination. They

are intrinsically driven. Their autonomy, competence, and relatedness are balanced.

Low Academic Self-Determination ⸺ Gets things done because they have to and lacks
control. They need to increase their motivation, perception of their own knowledge and abilities,
and improve their ability to perform self-determination behaviors. They also need to seek more
opportunities to increase their knowledge and abilities, as well as opportunities to widen
perspective. Must learn to set their own goals and take responsibility for their actions.

When interpreting factor scores, especially those in the middle range, it is critical to consider the
pattern of subscale scores. It is unwise to presume that a candidate with a medium range factor
score likewise has middle range scores on each of the scales that comprise the factor.

ASDT SCALES

In order to measure the three domains in the ASDT, three scales were created in correspondence
to the domains: Autonomy, Competence, and Relatedness. This section includes a short
description of the meaning of scale scores.

Scale 1. AUTONOMY

High Scorers

Has the need to feel that one’s behavior and resulting outcomes are self-determined, or
self-caused, as opposed to being influenced or controlled by outside forces

Moderate Scorers

Moderately feel that one’s behavior and resulting outcomes are self-determined, or self-caused,
as opposed to being influenced or controlled by outside forces

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 Low Scorers

Does not feel that one’s behavior and resulting outcomes are self-determined, or self-caused,
as opposed to being influenced or controlled by outside forces

Scale 2. COMPETENCE

High Scorers

Has the need to feel effective and capable of performing tasks at varying levels of difficulty

Moderate Scorers

Moderately feel effective and capable of performing tasks at varying levels of difficulty

Low Scorers

Does not feel effective and capable of performing tasks at varying levels of difficulty

Scale 3. RELATEDNESS

High Scorers

Has the need to feel connected to, supported by, or cared for by other people in school

Moderate Scorers

Moderately feels connected to, supported by, and cared for by other people in school

Low Scorers

Does not feel connected to, supported by, and cared for by other people in school

IV. Reliability and Validity

Item Analysis

Evaluation of test items was conducted through performing item analysis using the IBM
Statistics Software for the Social Sciences (SPSS) Version 26. This was to ensure that each item
measures the construct it is intended to measure and to eliminate any unnecessary or ambiguous

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item from the final pool of questions. Table 2 represents the summary of item analysis and the
obtained Cronbach alpha in a group of 30 respondents.

Table 2. Item Analysis (n = 30)

Internal Consistency

Split-Half Reliability. Table 3 presents internal consistency estimates based on Cronbach’s

coefficient alpha and Spearman-Brown’s coefficient in a group of 106 respondents.

Table 3. ASDT Internal Consistency Reliabilities (n = 106)

Internal consistency estimates were obtained through split-half reliability. Based on the Cronbach
alpha and Spearman-Brown coefficients, the ASDT has an acceptable to excellent internal
consistency and reliability of >0.6. Overall, the ASDT has excellent reliability and adequate to
good internal consistency at the self-determination scale level. The respective reliabilities of the
subscales (Autonomy, Competence, Relatedness) range from 0.7 to 0.93, indicating good internal
consistency of the scale’s dimensions.

Validity

Convergent Validity. In order to determine whether the ASDT was measuring academic
self-determination among college students, convergent validity was established between two
scales of the same construct. The American Institute for Research Self-Determination Scale by
Wolman, Campeau, & DuBois (1994) was found to have a similar construct with the ASDT. The
purpose of AIR-SDS is to provide an easy-to-use tool to assess and develop strategies for

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improving a student’s level of self-determination (Wolman et al., 1994). Table 4 shows the
correlation between the ASDT and AIR-SDS using Pearson’s correlation coefficient.

Table 4. Correlation between ASDT and AIR-SDS

The ASDT yielded a correlation coefficient of .61 at a .01 level of significance, suggesting that
constructs from ASDT are significantly correlated with the constructs from AIR-SDC. This
indicates that the ASDT successfully measures the same construct that is measured by a
standardized measure of self-determination and is therefore measuring the construct that it is
intending to measure, further establishing its convergent validity.

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 References

Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human
behaviour. New York: Plenum.

Deci, E. L., & Ryan, R. M. (Eds.). (2002). Handbook of self-determination research. Rochester,
NY: University of Rochester Press.

Wolman, J.M., Campeau, P.L., & DuBois, V.S. (1994). AIR Self-Determination Scale and user
Guide. American Institute of Research.