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Validation of Perceived Academic Support Questionnaire (PASQ): a study using a sample of Dominican Republic high-school students
Journal of Child and Family Studies ( IF 2.784 ) Pub Date : 2022-11-03 , DOI: 10.1007/s10826-022-02473-0
Betty Reyes, Sara Martínez-Gregorio, Laura Galiana, José M. Tomás, Saturnino De los Santos

The influence of academic support on students’ academic and personal development has been previously demonstrated. The objective of this study was to present a validation of the Perceived Academic Support Questionnaire (PASQ). This scale has three dimensions: academic support from (1) teachers, (2) family, and (3) peers. For the reliability analysis, we estimated the Cronbach alpha and Composite Reliability Indices (CRIs). Factorial validity was assessed by confirmatory factor analysis (CFA) and external validity was tested via a structural equation model in which the dimensions of academic support predicted academic motivation. The CFA fit indices showed very good fit to the data, supporting the theoretically proposed three-factor structure. The reliability indices, considering Cronbach alpha and CRI, were adequate for all dimensions and the predictive model fit was satisfactory. Teacher and parental academic support had a positive impact on academic motivation. On the contrary, a negative relationship between peer support and academic motivation was found. The evidence provided supports for the use of the PASQ as a brief academic support scale in future research.



中文翻译:

感知学术支持问卷 (PASQ) 的验证:一项使用多米尼加共和国高中生样本的研究

学业支持对学生学业和个人发展的影响已被证明。本研究的目的是对感知的学术支持问卷进行验证(PASQ)。该量表包含三个维度:(1)教师、(2)家庭和(3)同龄人的学术支持。对于可靠性分析,我们估计了 Cronbach alpha 和复合可靠性指数 (CRI)。因子效度通过验证性因子分析 (CFA) 进行评估,外部效度通过结构方程模型进行测试,其中学术支持的维度预测学术动机。CFA 拟合指数与数据非常吻合,支持理论上提出的三因素结构。考虑到 Cronbach alpha 和 CRI 的可靠性指数对于所有维度都足够,并且预测模型拟合令人满意。老师和父母的学业支持对学业动机有积极影响。相反,发现同伴支持与学业动机之间存在负相关关系。

更新日期:2022-11-04
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