Convergent, discriminant, and predictive validity of the Teacher Rating of Academic Achievement Motivation (TRAAM) with the ACTeRS-TF and the BASC-TRS

Abstract

Motivation is a critical component of school functioning to be considered in functional behavior assessments. The Teacher Rating of Academic Achievement Motivation (TRAAM), developed to facilitate appraisal of this important construct, was correlated with the BASC and the ACTeRS-TF to provide school psychologists with information essential to differential diagnosis within a multifactored evaluation. The TRAAM was positively correlated with positive components of the BASC and ACTeRS-TF such as Attention and Adaptive skills and negatively correlated with maladaptive behaviors such as School Problems. These results, along with the TRAAM subscale intercorrelations, support a general pattern of convergent and discriminate validity for the TRAAM and use of mastery and amotivation interpretations of behavior. The TRAAM Skill/Ability factor was also a significant predictor of IOWA Test of Basic Skills Reading and Math scores, indicating support for the skill versus performance aspects of interpretation as well. Overall, results suggest that motivation, as measured by the TRAAM, may be used in the interpretation of traditional behavior problems such as attention and oppositional behavior, as well as for targeting positive skills for intervention purposes.