Development and Standardization of the Strengths and Difficulties Self‑Perception Scale for Adolescent Students (StreDi‑SPeS)

Motivation and attributional beliefs are critical for adolescents' academic participation and performance, yet validated tools capturing these constructs are limited in occupational therapy contexts. This study aimed to develop and standardize the Strengths and Difficulties Self-Perception Scale for Adolescent Students (StreDi-SPeS). A cross-sectional design was used with 539 adolescents (ages 13-18) in Cyprus. Psychometric evaluation included item-total correlations, exploratory factor analysis, and reliability testing. Analyses supported a four-factor structure explaining 40.3% of variance. Internal consistency was acceptable for the overall scale (α = .814) and three factors, with one factor requiring refinement. The StreDi-SPeS demonstrates preliminary validity and reliability as a measure of adolescents' attributional and motivational self-perceptions. It offers occupational therapy practitioners and researchers a tool for assessing academic participation and guiding interventions.