Examining Parents' Ratings of Middle-School Students' Academic Self-Regulation Using Principal Axis Factoring Analysis

Autor/inn/en	Chen, Peggy P.; Cleary, Timothy J.; Lui, Angela M.
Titel	Examining Parents' Ratings of Middle-School Students' Academic Self-Regulation Using Principal Axis Factoring Analysis
Quelle	In: School Psychology Quarterly, 30 (2015) 3, S.385-397 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-3830
DOI	10.1037/spq0000098
Schlagwörter	Parents; Middle School Students; Factor Analysis; Grade 6; Grade 7; Caregivers; Parent Attitudes; Multiple Regression Analysis; Parent Student Relationship; Mathematics Achievement; Likert Scales; Rating Scales; Reliability; Validity; Factor Structure; Student Motivation; Parent Participation; Statistical Analysis; Emotional Response; New York + Suchen Sie Ihr Suchwort? Eltern; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Faktorenanalyse; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Caregiver; Carer; Betreuungsperson; Pfleger; Elternverhalten; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Likert-Skala; Rating-Skala; Reliabilität; Gültigkeit; Faktorenstruktur; Schulische Motivation; Elternmitwirkung; Statistische Analyse; Emotionales Verhalten
Abstract	This study examined the reliability and validity of a parent rating scale, the "Self-Regulation Strategy Inventory: Parent Rating Scale" ("SRSI-PRS"), using a sample of 451 parents of sixth- and seventh-grade middle-school students. Principal axis factoring (PAF) analysis revealed a 3-factor structure for the 23-item SRSI-PRS: (a) Managing Behavior and Learning (a = 0.92), (b) Maladaptive Regulatory Behaviors (a = 0.76), and (c) Managing Environment (a = 0.84). The majority of the observed relations between these 3 subscales, and the SRSI-SR, student motivation beliefs, and student mathematics grades were statistically significant and in the small to medium range. After controlling for various student variables and motivation indices of parental involvement, 2 SRSI-PRS factors (Managing Behavior and Learning, Maladaptive Regulatory Behaviors) reliably predicted students' achievement in their mathematics course. This study provides initial support for the validity and reliability of the SRSI-PRS and underscores the advantages of obtaining parental ratings of students' SRL behaviors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01