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

Year 2018, , 1 - 20, 30.06.2018

Mehmet Akif Karaman , Javier Cavazos Vela Ming-Tsan Pierre Lu

https://doi.org/10.17984/adyuebd.357433

Cited By: 1

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

Abstract

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. 

Keywords

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

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