The factors below represent the twelve behavioral, motivational, emotional, and social factors assessed by the ISSAQ assessment.
The behaviors and strategies that a student uses to organize their work and time. It is part of a large body of research addressing key success related characteristics, such student study skills and conscientiousness.
A student’s emphasis on high-quality work and avoidance of errors. Quality Focus relates to concepts such as precision, attention to detail, and even “perfectionism.”
The increased expectations of college-level courses with regards to attendance, assignment completion, and involvement both within and outside the classroom.
Borrowing from several motivational theories, Goal Commitment focuses on a student's value and prioritization of a college degree goal.
One of the predominant features of "grit," Persistence refers to the maintenance of effort in the face of challenges.
One of the core beliefs of a "growth mindset," Effort Focus refers to the perception that success is rooted in effort, rather than innate ability.
A general resistance to stress, whereby students who score low on this factor are more likely to become stressed and those who score high are less likely to do so.
The extent to which students use adaptive and/or problematic coping strategies when dealing with stress.
A critical component of many motivational theories, Self-Efficacy refers to an individual’s belief that they will be successful in college.
Sense of Belonging
A feeling of connection to the people within a college or university.
A student’s attitude toward the college or university as a whole (i.e., positive or negative perception), as opposed to the individuals within that institution.
A student's attitudes toward and tendency to ask for assistance when problems arise.
To learn more about ISSAQ, simply complete the contact form below with "ISSAQ" in the subject.