Factorial Validity of Teacher and School Counselor Support Scales in Latina/o Students

Abstract

In the current study, we investigated the psychometric properties of two meaningful measures of support from teachers and school counselors among Latina/o students. Examining factorial stability with diverse populations is important to make sure that measures provide valid information about constructs of teacher or counselor support. While researchers have provided evidence of reliability (i.e., consistency), no study has examined validity (e.g., accuracy) of Teacher Support Scale Revised (TSSR) with Latina/o students. Confirmatory and exploratory factor analyses (CFA and EFA) methods were used to evaluate structural validity of the TSSR and School Counselor Support Scale (SCSS). Two different models of the TSSR were analyzed. Findings from multiple CFAs showed that five-factor 22-item of the TSSR had an acceptable model fit. A parallel analysis and EFA were run to determine the factorial structure of the SCSS. Findings indicated that the SCSS had three factors explaining 68% of the variance in the model. The results and implications for research and practice in Latina/o students were discussed

Keywords

• Teacher Support Scale Revised,School Counselor Support Scale,Latina/o students,instrument validation

Öğretmen ve Okul Psikolojik Danışmanı Destek Ölçekleri’nin Faktöriyel Yapısı: Latin Öğrenciler Örneği

Öz

Bu çalışmada, öğretmenlerin ve okullardaki psikolojik danışmanların öğrencilere verdikleri desteğin boyutunu Latin öğrenciler ile ölçen güncellenmiş Öğretmen Destek Ölçeğinin (ÖDÖ-G) ve Okul Psikolojik Danışmanı Destek Ölçeğinin (OPDÖ) psikometrik özellikleri incelenmiştir. Çalışma, ölçeklerin geçerlik ve güvenirliklerinin farklı gruplardan bireylerle incelenmesi, elde edilen verilerin öğretmenlerin ya da psikolojik danışmanların destek boyutunun tutarlı bir şekilde ölçülmesi açısından önem arz etmektedir. Ölçeklerin güvenirliğine dayalı çalışmalar araştırmacılar tarafından incelenmişken alanyazında Latin öğrenciler grubuyla ya da bireylerle yapılmış geçerlik çalışmasına rastlanmamıştır. ÖDÖ-G’nin ve OPDÖ’nün yapı geçerliliği doğrulayıcı ve açıklayıcı faktör analizi (DFA ve AFA) yöntemleri kullanılarak ölçülmüştür. ÖDÖ-G’nin iki farklı modeli oluşturulmuş ve analiz edilmiştir. Doğrulayıcı faktör analizi sonuçları, ÖDÖ-G’nin beş faktörlü ve 22 maddeli modelinin kabul edilebilir düzeyde olduğunu göstermiştir. OPDÖ’nin faktör yapısını belirlemek amacıyla paralel analiz ve açıklayıcı faktör analizi uygulanmıştır. Bulgular OPDÖ’nün üç’lü bir faktör yapısına sahip oluğunu ve toplam varyansın %68’ini açıkladığını göstermiştir. Latin öğrencilere yönelik araştırma ve uygulama önerileri sonuçlar bölümünde tartışılmıştır. 

Anahtar Kelimeler

• Öğretmen Destek Ölçeği- Revize Edilmiş,Okul Psikolojik Danışmanı Destek Ölçeği,Latin Öğrenciler,Ölçek Geliştirme

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