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As part of a needs assessment conducted for the Virginia public schools during the year 1969-70, the Virginia Affective Assessment Questionnaire (VAAQ) was developed. The VAAQ assesses affective traits, such as motivation and self concept, that are related to academic success--as measured by standardized achievement tests and performance in the communication skills which are basic to learning. The questionnaire also serves as a screening instrument for behavioral problems. The development, validation, and norming of the VAAQ over a seven-year period is described. During a second needs assessment program in 1974-76, 14,421 students were randomly selected from 60 Virginia school divisions. Using the Elementary, Intermediate and Secondary forms, all students were administered the VAAQ, a set of reading comprehension passages, and a writing exercise designed to elicit a one to two-page composition. The most recent achievement test data for each student in grades 4, 6, 9, and 12 were compiled from the statewide standardized testing program. Reliability estimates for the VAAQ were found to be comparable to those of other affective instruments. Studies of content, construct, and status validity have indicated the validity of the VAAQ in measuring student attitudes related to school success. (Author/MV)

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