Stability and Criterion-Related Validity of the Estes Attitude Scales

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Abstract
The purpose of the study is twofold: (a) to provide information about the cross-time stability of the Elementary Form of the Estes Attitude Scales; and (b) to provide additional evidence for the criterion-related validity of these scales. To meet these objectives, children who were third- and fourth-graders when the study began were administered the Estes scales during the spring semesters of three successive years. SRA Educational Ability Series Quotients and grades in math, reading, and science were also obtained for these same youngsters the last year of the study. Math, science, reading, and total attitude scores proved to be moderately stable across the two-year span of the study. The Estes scales were predictive of school performance, even when the effects of academic aptitude were controlled.

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