Date of Award

2026

Document Type

Dissertation

Degree Name

Doctor of Philosophy in Industrial/Organizational Psychology (PhD)

Department

Industrial/Organizational Psychology

First Advisor/Committee Member

Helen H. Chung, Ph.D., MTS

Second Advisor/Committee Member

Munyi Shea, Ph.D.

Third Advisor/Committee Member

Bryn Chighizola, Ph.D.

Keywords

Four Habits Student Survey (4HSS), Student perception surveys, Hawai‘i public middle schools Classroom instructional quality, Confirmatory and exploratory factor analysis, Educational measurement

Abstract

This study examined the psychometric evaluation of the 4 Habits Student Survey (4HSS), a student-perception instrument designed to measure four constructs central to The BERC Group’s Four Habits of Powerful Teaching and Learning framework: emotional regulation, selective attention, elaborative rehearsal, and symbolic reasoning. Grounded in social cognitive theory and supported by constructivist learning theory, the study set out to evaluate the internal structure, reliability, and validity of the 4HSS using archival data from Grades 6–8 students in Hawai‘i public schools. Confirmatory factor analysis (CFA) was conducted to test the hypothesized four-factor model. None of the tested CFA models met the established criterion for acceptable model fit, and the original four-factor model was not retained as a fitting representation of the 4HSS structure in this study. As a result, the planned validation analyses were not conducted. Instead, the study proceeded with a follow-up theoretical CFA and exploratory EFA with item-removal analyses, which produced an 8-item, three-factor model. Overall, the results suggest that the 4HSS requires continued refinement and further validation.

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