Factor Structure and Predictions of the Students Support Needs Scale-Augmented

The purpose of this study was to find the best-fitting factor structure of the Students Support Needs Scale-Augmented (SSNS-A), and to examine its relations to other key outcomes among Historically Black University STEM students. Participants included 384 STEM students (85% African American) at an HBCU. The Situational Motivation Scale (SIMS) scales were collected, along with measures of math anxiety and class attendance. Multiple confirmatory factor analysis models were fit. A path analysis was used to predict student outcomes from the SSNS-A scales. The best-fitting factor structure was a modified bifactor model, with correlated residuals between two similar latent factors: Feedback-Procedural Expectations (Feedback-PE) and Feedback-Rewards, Recognition, and Incentives (Feedback-RRI). The general student support (GSS) factor and most SSNS-A scales predicted various outcomes. The Feedback-PE and Feedback-RRI did not predict any of the outcomes. Implications for how the SSNS-A GSS and scales can be used to evaluate students’ needs are discussed.