Measuring the Impact of Students' Social Relations and Values: Validation of the Social-Relational Support for Education Instrument

Autor/inn/en	Vickers, Margaret; Finger, Linda; Barker, Katrina; Bodkin-Andrews, Gawaian
Titel	Measuring the Impact of Students' Social Relations and Values: Validation of the Social-Relational Support for Education Instrument
Quelle	In: Australian Journal of Educational & Developmental Psychology, 14 (2014), S.71-92 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1446-5442
Schlagwörter	Foreign Countries; Secondary School Students; Measures (Individuals); Test Validity; Learner Engagement; Peer Relationship; Parent Child Relationship; Teacher Student Relationship; Student Attitudes; Values; Factor Analysis; Goodness of Fit; Dropouts; Psychometrics; Test Reliability; Factor Structure; Student School Relationship; Gender Differences; Australia + Suchen Sie Ihr Suchwort? Ausland; Sekundarschüler; Messdaten; Testvalidität; Peer-Beziehungen; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Teacher student relationships; Lehrer-Schüler-Beziehung; Schülerverhalten; Wertbegriff; Faktorenanalyse; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Psychometry; Psychometrie; Testreliabilität; Faktorenstruktur; Schüler-Lehrer-Beziehung; Geschlechterkonflikt; Australien
Abstract	A significant body of literature attests to the influence of social contexts on students' engagement with school. A review of this literature led to the construction of a self-report instrument designed to measure Social-Relational Support for Education (SRSE). The conceptual framework underlying the SRSE instrument focuses on the factors that can potentially boost student engagement: these include young people's relationships with peers, teachers, and parents. Specifically, the SRSE seeks to measure young people's perceptions of the education-related values espoused by those to whom they relate most closely, as well as their sense of belonging at school. The psychometric properties of the SRSE measure are assessed in this paper through examining the congeneric properties of each hypothesised latent factor, confirmatory factor analysis of responses to the full SRSE instrument, and invariance testing. Results indicate strong factor loadings of all items on their respective scales and excellent overall model fit. The SRSE scale presented in this paper provides an essential foundation that will allow a comprehensive examination of the relationships between students' social-relational contexts and their engagement with school. (As Provided).
Anmerkungen	University of Newcastle. School of Education, Callaghan, NSW 2308, Australia. e-mail: ajedp@newcastle.edu.au; Web site: http://www.newcastle.edu.au/group/ajedp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10