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

Yıl 2018, Cilt 8, Sayı 1, 1 - 20, 30.06.2018
https://doi.org/10.17984/adyuebd.357433

Öz


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

Kaynakça

  • American Council on Education. (2012). New issue brief explores African American and Hispanic college attainment gaps. Retrieved from http://www.acenet.edu/news-room/Pages/New-Issue-Brief-Diversity-Attainment-Gaps.aspx
  • American Educational Research Association, American Psychological Association, & National Council of Measurement in Education. (2014). Standards for educational and psychological testing. Washington, DC: American Educational Research Association.
  • Bulotsky-Shearer, R. J., Bouza, J., Bichay, K., Fernandez, V. A., & Gaona Hernandez, P. (2016). Extending the validity of the family involvement questionnaire-short form for culturally and linguistically diverse families from low-income backgrounds. Psychology in the Schools, 53, 911-925. doi:10.1002/pits.21953
  • Chavez-Reyes, C. (2010). “Starting at the top:” Identifying and understanding later-generation Chicano students in school. Journal of Latinos and Education, 9, 22-40. doi: 10.1080/15348430903252037
  • Cokley, K. (2015). A confirmatory factor analysis of the academic motivation scale with black college students. Measurement and Evaluation in Counseling and Development, 48, 124-139. doi:10.1177/0748175614563316
  • Conchas, G. Q. (2001). Structuring failure and success: Understanding the variability in Latino school engagement. Harvard Educational Review, 71, 475-504.
  • Datu, J. A., Valdez, J. P., & King, R. B. (2016). Perseverance counts but consistency does not! Validating the Short Grit Scale in a collectivist setting. Current Psychology, 35, 121-130. doi:10.107/s12144-015-9374-2
  • Edwards, L. M. (2004). Measuring perceived social support in Mexican American youth: Psychometric properties of the multidimensional scale of perceived social support. Hispanic Journal of Behavioral Sciences, 26, 187-194. doi:10.1177/0739986304264374
  • Hassinger, M., & Plourde, L. A. (2005). "Beating the odds": how bi-lingual Hispanic youth work through adversity to become high achieving students. Education, 126, 316-327.
  • IBM Corporation. (2013). IBM SPSS Statistics for Windows, Version 22.0. Armonk, NY: IBM Corporation.
  • Jodry, L., Robles-Pina, R., & Nichter, M. (2004). Hispanic academic advancement theory: An ethnographic study of urban students participating in a high school advanced diploma program. High School Journal, 88, 23-31. doi: 10.1353/hsj.2004.0024
  • Lee, B., Im, E., & Chee, W. (2009). Psychometric properties of the KPAS in diverse ethnic groups of midlife women. Western Journal of Nursing Research, 31, 1014-1034. doi:10.1177/0193945909341581
  • Lenz, A. S. (2015). Using single-case research designs to demonstrate evidence for counseling practices. Journal of Counseling and Development, 93, 387-393. doi:10.1002/jcad.12036
  • Lo Presiti, A., Pace, F., Mondo, M., Nota, L., Casarubia, P., Ferrari, L., Betz, N. E. (2012). An examination of the structure of the career decision self-efficacy scale (short form) among Italian high school students. Journal of Career Assessment, 21, 337-347. doi:10.1177/1069072712471506
  • Ludwig, K., & Warren, J. (2009). Community violence, school-related protective factors, and psychosocial outcomes in urban youth. Psychology in the Schools, 46, 1061-1073. doi:10.1002/pits.20444
  • Malott, K. M. (2010). Being Mexican: Strengths and challenges of Mexican-origin adolescents. Journal of School Counseling, 8, 1-39.
  • Martinez, M. D. (2003). Missing in action: Reconstructing hope and possibility among Latino students placed at risk. Journal of Latinos and Education, 2, 13-21. doi:10.1207/S1532771XJLE0201_3
  • McWhirter, E. H. (1996). Teacher Support Scale (TSS). A measure of support experiences by high school students from their high school teachers. Unpublished manuscript.
  • McWhirter, E. H., Rasheed, S., & Crothers, M. (2000). The effects of high school career education on social-cognitive variables. Journal of Counseling Psychology, 47, 330-341. doi:10.1037//0022-0167.47.3.330
  • Metheny, J., McWhirter, E. H., & O’Neil, M. (2008). Measuring perceived teacher support and its influence on adolescent career development. Journal of Career Assessment, 16, 218-237. doi: 10.1177/1069072707313198
  • Pew Research Center (2016). The demographic trends shaping American politics in 2016 and beyond. Retrieved from http://www.pewresearch.org/fact-tank/
  • Stevens, J. P. (2009). Applied multivariate statistics for the social sciences (5th ed.). New York, NY: Routledge.
  • Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.). Boston, MA: Pearson Education.
  • Texas Education Agency. (2015). Texas Academic Performance Reports (TAPR). Retrieved from https://rptsvr1.tea.texas.gov/perfreport/tapr/index.html
  • U.S. Census Bureau. (2008). Hispanic Origin. Retrieved from http://quickfacts.census.gov/qfd/meta/long_RHI725206.htm
  • U.S. Census Bureau (2012). Most children younger than age 1 are minorities, Census Bureau Reports. Retrieved from http://www.census.gov/newsroom/releases/archives/population/cb12-90.html
  • Vela-Gude, L., Cavazos, J., Johnson, M. B., Fielding, C., Cavazos, A. G., Campos, L., & Rodriguez, I. (2009). “My counselors were never there:” Perceptions from Latina/o college students. Professional School Counseling, 12, 272-279.
  • Villalba, J. A., Akos, P., Keeter, K., & Ames, A. (2007). Promoting Latino student achievement and development through the ASCA national model. Professional School Counseling, 10, 464-474.
  • White, M., & Epston, D. (1990). Narrative means to therapeutic ends. New York, NY: W. W. Norton.
  • White House Initiative on Educational Excellence for Hispanic Americans (2003). From risk to opportunity: Fulfilling the educational needs of Hispanic Americans in the 21st century. Final report of the President’s Advisory Commission on Educational Excellence for Hispanic Americans. Washington, DC: Author.
  • Young, F.W., Valero-Mora, P. & Friendly, M. (2006). Visual statistics seeing data with dynamic interactive graphics. Hoboken, NJ: Wiley and Sons.

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

Yıl 2018, Cilt 8, Sayı 1, 1 - 20, 30.06.2018
https://doi.org/10.17984/adyuebd.357433

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. 

Kaynakça

  • American Council on Education. (2012). New issue brief explores African American and Hispanic college attainment gaps. Retrieved from http://www.acenet.edu/news-room/Pages/New-Issue-Brief-Diversity-Attainment-Gaps.aspx
  • American Educational Research Association, American Psychological Association, & National Council of Measurement in Education. (2014). Standards for educational and psychological testing. Washington, DC: American Educational Research Association.
  • Bulotsky-Shearer, R. J., Bouza, J., Bichay, K., Fernandez, V. A., & Gaona Hernandez, P. (2016). Extending the validity of the family involvement questionnaire-short form for culturally and linguistically diverse families from low-income backgrounds. Psychology in the Schools, 53, 911-925. doi:10.1002/pits.21953
  • Chavez-Reyes, C. (2010). “Starting at the top:” Identifying and understanding later-generation Chicano students in school. Journal of Latinos and Education, 9, 22-40. doi: 10.1080/15348430903252037
  • Cokley, K. (2015). A confirmatory factor analysis of the academic motivation scale with black college students. Measurement and Evaluation in Counseling and Development, 48, 124-139. doi:10.1177/0748175614563316
  • Conchas, G. Q. (2001). Structuring failure and success: Understanding the variability in Latino school engagement. Harvard Educational Review, 71, 475-504.
  • Datu, J. A., Valdez, J. P., & King, R. B. (2016). Perseverance counts but consistency does not! Validating the Short Grit Scale in a collectivist setting. Current Psychology, 35, 121-130. doi:10.107/s12144-015-9374-2
  • Edwards, L. M. (2004). Measuring perceived social support in Mexican American youth: Psychometric properties of the multidimensional scale of perceived social support. Hispanic Journal of Behavioral Sciences, 26, 187-194. doi:10.1177/0739986304264374
  • Hassinger, M., & Plourde, L. A. (2005). "Beating the odds": how bi-lingual Hispanic youth work through adversity to become high achieving students. Education, 126, 316-327.
  • IBM Corporation. (2013). IBM SPSS Statistics for Windows, Version 22.0. Armonk, NY: IBM Corporation.
  • Jodry, L., Robles-Pina, R., & Nichter, M. (2004). Hispanic academic advancement theory: An ethnographic study of urban students participating in a high school advanced diploma program. High School Journal, 88, 23-31. doi: 10.1353/hsj.2004.0024
  • Lee, B., Im, E., & Chee, W. (2009). Psychometric properties of the KPAS in diverse ethnic groups of midlife women. Western Journal of Nursing Research, 31, 1014-1034. doi:10.1177/0193945909341581
  • Lenz, A. S. (2015). Using single-case research designs to demonstrate evidence for counseling practices. Journal of Counseling and Development, 93, 387-393. doi:10.1002/jcad.12036
  • Lo Presiti, A., Pace, F., Mondo, M., Nota, L., Casarubia, P., Ferrari, L., Betz, N. E. (2012). An examination of the structure of the career decision self-efficacy scale (short form) among Italian high school students. Journal of Career Assessment, 21, 337-347. doi:10.1177/1069072712471506
  • Ludwig, K., & Warren, J. (2009). Community violence, school-related protective factors, and psychosocial outcomes in urban youth. Psychology in the Schools, 46, 1061-1073. doi:10.1002/pits.20444
  • Malott, K. M. (2010). Being Mexican: Strengths and challenges of Mexican-origin adolescents. Journal of School Counseling, 8, 1-39.
  • Martinez, M. D. (2003). Missing in action: Reconstructing hope and possibility among Latino students placed at risk. Journal of Latinos and Education, 2, 13-21. doi:10.1207/S1532771XJLE0201_3
  • McWhirter, E. H. (1996). Teacher Support Scale (TSS). A measure of support experiences by high school students from their high school teachers. Unpublished manuscript.
  • McWhirter, E. H., Rasheed, S., & Crothers, M. (2000). The effects of high school career education on social-cognitive variables. Journal of Counseling Psychology, 47, 330-341. doi:10.1037//0022-0167.47.3.330
  • Metheny, J., McWhirter, E. H., & O’Neil, M. (2008). Measuring perceived teacher support and its influence on adolescent career development. Journal of Career Assessment, 16, 218-237. doi: 10.1177/1069072707313198
  • Pew Research Center (2016). The demographic trends shaping American politics in 2016 and beyond. Retrieved from http://www.pewresearch.org/fact-tank/
  • Stevens, J. P. (2009). Applied multivariate statistics for the social sciences (5th ed.). New York, NY: Routledge.
  • Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.). Boston, MA: Pearson Education.
  • Texas Education Agency. (2015). Texas Academic Performance Reports (TAPR). Retrieved from https://rptsvr1.tea.texas.gov/perfreport/tapr/index.html
  • U.S. Census Bureau. (2008). Hispanic Origin. Retrieved from http://quickfacts.census.gov/qfd/meta/long_RHI725206.htm
  • U.S. Census Bureau (2012). Most children younger than age 1 are minorities, Census Bureau Reports. Retrieved from http://www.census.gov/newsroom/releases/archives/population/cb12-90.html
  • Vela-Gude, L., Cavazos, J., Johnson, M. B., Fielding, C., Cavazos, A. G., Campos, L., & Rodriguez, I. (2009). “My counselors were never there:” Perceptions from Latina/o college students. Professional School Counseling, 12, 272-279.
  • Villalba, J. A., Akos, P., Keeter, K., & Ames, A. (2007). Promoting Latino student achievement and development through the ASCA national model. Professional School Counseling, 10, 464-474.
  • White, M., & Epston, D. (1990). Narrative means to therapeutic ends. New York, NY: W. W. Norton.
  • White House Initiative on Educational Excellence for Hispanic Americans (2003). From risk to opportunity: Fulfilling the educational needs of Hispanic Americans in the 21st century. Final report of the President’s Advisory Commission on Educational Excellence for Hispanic Americans. Washington, DC: Author.
  • Young, F.W., Valero-Mora, P. & Friendly, M. (2006). Visual statistics seeing data with dynamic interactive graphics. Hoboken, NJ: Wiley and Sons.

Ayrıntılar

Birincil Dil İngilizce
Konular Sosyal
Bölüm Araştırma Makaleleri
Yazarlar

Mehmet Akif KARAMAN> (Sorumlu Yazar)
KİLİS 7 ARALIK ÜNİVERSİTESİ
0000-0001-7405-5133
Türkiye


Javier Cavazos Vela Bu kişi benim
University of Texas Rio Grande Valley
United States


Ming-Tsan Pierre Lu Bu kişi benim
University of Texas Rio Grande Valley

Yayımlanma Tarihi 30 Haziran 2018
Yayınlandığı Sayı Yıl 2018, Cilt 8, Sayı 1

Kaynak Göster

Bibtex @araştırma makalesi { adyuebd357433, journal = {Adıyaman University Journal of Educational Sciences}, eissn = {2149-2727}, address = {}, publisher = {Adıyaman Üniversitesi}, year = {2018}, volume = {8}, number = {1}, pages = {1 - 20}, doi = {10.17984/adyuebd.357433}, title = {Factorial Validity of Teacher and School Counselor Support Scales in Latina/o Students}, key = {cite}, author = {Karaman, Mehmet Akif and Cavazos Vela, Javier and Lu, Ming-Tsan Pierre} }
APA Karaman, M. A. , Cavazos Vela, J. & Lu, M. P. (2018). Factorial Validity of Teacher and School Counselor Support Scales in Latina/o Students . Adıyaman University Journal of Educational Sciences , 8 (1) , 1-20 . DOI: 10.17984/adyuebd.357433
MLA Karaman, M. A. , Cavazos Vela, J. , Lu, M. P. "Factorial Validity of Teacher and School Counselor Support Scales in Latina/o Students" . Adıyaman University Journal of Educational Sciences 8 (2018 ): 1-20 <https://dergipark.org.tr/tr/pub/adyuebd/issue/38080/357433>
Chicago Karaman, M. A. , Cavazos Vela, J. , Lu, M. P. "Factorial Validity of Teacher and School Counselor Support Scales in Latina/o Students". Adıyaman University Journal of Educational Sciences 8 (2018 ): 1-20
RIS TY - JOUR T1 - Factorial Validity of Teacher and School Counselor Support Scales in Latina/o Students AU - Mehmet Akif Karaman , Javier Cavazos Vela , Ming-Tsan Pierre Lu Y1 - 2018 PY - 2018 N1 - doi: 10.17984/adyuebd.357433 DO - 10.17984/adyuebd.357433 T2 - Adıyaman University Journal of Educational Sciences JF - Journal JO - JOR SP - 1 EP - 20 VL - 8 IS - 1 SN - -2149-2727 M3 - doi: 10.17984/adyuebd.357433 UR - https://doi.org/10.17984/adyuebd.357433 Y2 - 2018 ER -
EndNote %0 Adıyaman Üniversitesi Eğitim Bilimleri Dergisi Factorial Validity of Teacher and School Counselor Support Scales in Latina/o Students %A Mehmet Akif Karaman , Javier Cavazos Vela , Ming-Tsan Pierre Lu %T Factorial Validity of Teacher and School Counselor Support Scales in Latina/o Students %D 2018 %J Adıyaman University Journal of Educational Sciences %P -2149-2727 %V 8 %N 1 %R doi: 10.17984/adyuebd.357433 %U 10.17984/adyuebd.357433
ISNAD Karaman, Mehmet Akif , Cavazos Vela, Javier , Lu, Ming-Tsan Pierre . "Factorial Validity of Teacher and School Counselor Support Scales in Latina/o Students". Adıyaman University Journal of Educational Sciences 8 / 1 (Haziran 2018): 1-20 . https://doi.org/10.17984/adyuebd.357433
AMA Karaman M. A. , Cavazos Vela J. , Lu M. P. Factorial Validity of Teacher and School Counselor Support Scales in Latina/o Students. AUJES. 2018; 8(1): 1-20.
Vancouver Karaman M. A. , Cavazos Vela J. , Lu M. P. Factorial Validity of Teacher and School Counselor Support Scales in Latina/o Students. Adıyaman University Journal of Educational Sciences. 2018; 8(1): 1-20.
IEEE M. A. Karaman , J. Cavazos Vela ve M. P. Lu , "Factorial Validity of Teacher and School Counselor Support Scales in Latina/o Students", Adıyaman University Journal of Educational Sciences, c. 8, sayı. 1, ss. 1-20, Haz. 2018, doi:10.17984/adyuebd.357433
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