Validation of the Persian Version of Perceived Academic Support Questionnaire for Adolescents

Maleki, Zahra; Shokri, Omid; Almasi, Fatemeh

doi:10.30473/etl.2024.68956.4071

Document Type : Research

Authors

¹ M.Sc. Educational Psychology, Shahid Beheshti University, Tehran, Iran.

² Assistant Professor, Department of Educational Psychology, Shahid Beheshti University, Tehran, Iran

³ Ph.D Student in Educational Psychology, Shahid Beheshti University, Tehran, Iran

https://doi.org/10.30473/etl.2024.68956.4071

Abstract

The influence of academic support on students’ academic and personal development has been previously demonstrated. Therefore, this research conducted with the aim of validating the Persian version of the Perceived Academic Support Questionnaire (PASQ) for adolescents. Four hundred adolescents (200 girls and 200 boys), selected using a convenience sampling method, responded to the Perceived Academic Support Questionnaire (Reyes & et al., 2022), the Academic Interest Scale for adolescents (Luo & et al., 2019), the Brief Regulation of Motivation Scale (Kim & et al., 2018) and the Motivational Persistence Scale (Constantin & et al., 2012). The results of the confirmatory factor analysis showed that the PASQ had good factorial validity with a three-factor structure consisting of academic support from teachers, family, and peers. In addition, the results related to the correlation between the dimensions of academic support with motivational regulation, motivational persistence and academic interest supported the criterion validity of the Persian version of the PASQ. The results of multi-group confirmatory factor analysis revealed the cross-group invariance of factorial structure, factor loadings, and factor variances and covariances of the PASQ across male and female adolescents. Internal consistency for the academic support from family, teachers and peers subscales was 0/90, 0/83 & 0/83, respectively. The validation results of the Persian version of the academic support questionnaire for adolescents showed that this scale has good validity and reliability and can used in future studies

Keywords

Main Subjects

Normalization questionnaires and tools school learning

References

Arbuckle, J. L., & Wothke, W. (1999). Amos 4.0 user’s guide: SPSS .Chicago: Small Waters Corporation. ISBN1568272642

Archer, C. M., Jiang, X., Thurston, I. B., & Floyd, R. G. (2019). The differential effects of perceived social support on adolescent hope: testing the moderating effects of age and gender. Child Indicators Research, 12(6), 2079–2094. DOI: 10.1007/s12187-019-9628-x

Bronfenbrenner, U. (1989). Ecological systems theory. Annals of Child Development, 6, 187–249.

Cheung, S. K., Cheng, W. Y., & Chung, K. K. H. (2022). Home learning activities and parental autonomy support as predictors of pre-academic skills: The mediating role of young children's school liking. Learning and Individual Differences, 94, 102127. https://doi.org/10.1016/j.lindif.2022.102127.

Choe, D. (2020). Parents’ and adolescents’ perceptions of parental support as predictors of adolescents’ academic achievement and self-regulated learning. Children and Youth Services Review, 116, 1-9. https://doi.org/10.1016/j.childyouth.2020.105172

Constantin, T., Holman, A. C., & Hojbota, M. (2012). Development and validation of a motivational persistence scale. Psihologij, 45, 99–120. DOI: 10.2298/PSI1202099C

Dehghan Manshadi, Z., Fallah, A., & Chavoshi, H. (2023). Childhood maltreatment and sense of parenting competence: The mediating role of parental reflective functioning and perceived social support. Child Abuse & Neglect, 135, 105949. https://doi.org/10.1016/j.chiabu.2022.105949

Gutiérrez, M., Tomás, J. M., Romero, I., & Barrica, J. M. (2017). Apoyo social percibido, implicación escolar y satisfacción con la escuela. Revista de Psicodidáctica, 22(2), 111–117. DOI: 10.1016/j.psicod.2017.01.001

Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E.(Ed.). (2010). Multivariate data analysis. Upper Saddle River, NJ: Pearson Prentice Hall.

He, D., Liu, Q. Q., & Li, X. P. (2023). Parental conflict and cyberbullying among Chinese adolescents: A moderated mediation analysis. Children and Youth Services Review, 152(12), 107084. DOI:10.1016/j.childyouth.2023.107084

Horanicova, S., Husarova, D., Madarasova Geckova, A., Klein, D., van Dijk, J. P., de Winter, A. F., & Reijneveld, S. A. (2020). Teacher and classmate support may keep adolescents satisfied with school and education. Does gender matter? International Journal of Public Health, 65(8), 1423–1429. 10.1007/s00038-020-01477-1.

Hu, Y., Wang, J., & Zhang, B. (2023). The relation of parental phubbing to academic engagement and the related mechanisms in elementary students. Learning and Individual Differences, 101, 102251. https://doi.org/10.1016/j.lindif.2022.102251

Kim, Y., Brady, A. C., & Wolters, C. A. (2018). Development and validation of the brief regulation of motivation scale. Learning and Individual Differences, 67, 259–265. DOI: 10.1016/j.lindif.2017.12.010

Kim, Y., Li, T., & Wang, Z. (2023). Socioeconomic status and school adjustment trajectories among academically at-risk students: The mediating role of parental school-based involvement. Journal of Applied Developmental Psychology, 87, 101561. DOI:10.1016/j.appdev.2023.101561

Kleinkorres, R., Stang-Rabrig, J., & McElvany, N. (2023). Comparing parental and school pressure in terms of their relations with students' well-being. Learning and Individual Differences, 104(2), 102288. https://doi.org/10.1016/j.lindif.2023.102288

Kline, R. B. (Ed.) (2016). Principles and practices of Structural Equation Modeling .New York: Guilford.

Lam, S. F., Jimerson, S., Kikas, E., Cefai, C., Veiga, F. H., Nelson, B., Hatzichristou, C., Polychroni, F., Basnett, J., Duck, R., Farrell, P., Liu, Y., Negovan, V., Shin, H., Stanculescu, E., Wong, B. P. H., Yang, H., & Zollneritsch, J. (2012). Do girls and boys perceive themselves as equally engaged in school? Theresults of an international study from 12 countries. Journal of School Psychology, 50(1), 77–94. DOI: 10.1037/spq0000057

Lerner, R. E., Grolnick, W. S., Levitt, M. R. (2022). Parental involvement and children’s academics: The roles of autonomy support and parents’ motivation for involvement. Contemporary Educational Psychology, 68(5), 1-23. DOI:10.1016/j.cedpsych.2021.102039

Luo, Z., Dang, Y., & Xu, W. (2019). Academic Interest Scale for Adolescents: Development, validation, and measurement invariance with Chinese students. Frontiers in Psychology, 10,1-14. https://doi.org/10.3389/fpsyg.2019.02301

Luo, Y., Deng, Y., & Zhang, H. (2020).The influences of parental emotional warmth on the association between perceived teacher–student relationships and academic stress among middle school students in China. Children and Youth Services Review, 114, 105014.

http://doi: 10.1016/j.childyouth.2020.105014

Malecki, C. K., & Elliott, S. N. (1999). Adolescents’ ratings of perceived social support and its importance: Validation of the Student Social Support Scale. Psychology in the Schools, 36(6), 473–483. https://doi.org/10.1002/(SICI)15206807(199911)36:6<473::AID PITS3>3.0.CO;2-0

Malecki, C. K., Demaray, M. K., Elliott, S. N., & Nolten, P. W. (1999). The Child and Adolescent Social Support Scale. DeKalb, IL: Northern Illinois University.

Maiuolo, M., Deane, F. P., & Ciarrochi, J. (2019). Parental authoritativeness, social support and help-seeking for mental health problems in adolescents. Journal of Youth and Adolescence, 48(6), 1056–1067. https://doi.org/10.1007/s10964-019-00994-4

Mazer, J. P., & Thompson, B. (2011). The validity of the Student Academic Support Scale: Associations with social support and relational closeness. Communication Reports, 24(2), 74–85. DOI:10.1080/08934215.2011.622237

Mazer, J. P., & Thompson, B. (2016). Parental academic support: A validity report. Communication Education, 65(2), 213–221. https://doi.org/10.1080/03634523.2015.1081957

Meyers, L. S., Gamest. G., & Goarin, A. J. (2016). Applied multivariate research, design and interpretation. Thousand oaks. London. New Deihi, Sage publication. ISBN-10: 9781506329765

Nolten, P. W. (1994). Conceptualization and measurement of social support: The development of the student social support scale. Doctoral Dissertation: University of Wisconsin-Madison.

Quintana, I., Barriopedro, M. I., & Perez, L. R. (2022). Achievement goals across persistence—validation of the Spanish version of the Motivational Persistence Scale. International Journal of Environmental Research and Public Health, 19(14), 1-14. doi: 10.3390/ijerph19148474.

Rashidipour, F., Shokri, O., Fathabadi, J., & Pourshahriar, H. (2023). Developing of motivational design program based on intervention mapping: Effectiveness on health-oriented. Quarterly Journal of Research in School and Virtual Learning, 11 (42), 25-44. [In Persian]. https://www.magiran.com/p2668117

Reyes, B., Martínez-Gregorio, S., Galiana, L., Tomás, J. M., & Santos, S. D. (2022). Validation of Perceived Academic Support Questionnaire (PASQ): a study using a sample of Dominican Republic high-school students. Journal of Child and Family Studies, 31(12), 3425–3434. DOI:10.1007/s10826-022-02473-0

Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860. https://doi.org/10.1016/j.cedpsych.2020.101860

Saleh, M. Y., Shaheen, A. M., Nassar, O. S., & Arabiat, D. (2019). Predictors of school satisfaction among adolescents in Jordan: A cross-sectional study exploring the role of school-related variables and student demographics. Journal of Multidisciplinary Healthcare, 12, 621–631. https://doi: 10.1016/j.childyouth.2020.105014

Sands, T., & Plunkett, S. W. (2005). A new scale to measure adolescent reports of academic support by mothers, fathers, teachers, and friends in Latino immigrant families. Hispanic Journal of Behavioral Sciences, 27(2), 244–253. https://doi.org/10.1177/0739986304273968

Schwinger, M., von der Laden, T., & Spinath, B. (2007). Motivational regulation strategies and their measurement. Zeitschrift fur Entwicklungspsychologie und Padagogische Psychologie, 39(2), 57–69. https://doi.org/10.1026/0049-8637.39.2.57

Sethi, J., & Scales, P. C. (2020). Developmental relationships and school success: How teachers, parents, and friends affect educational outcomes and what actions students say matter most. Contemporary Educational Psychology, 63(2), 1-46. DOI:10.1016/j.cedpsych.2020.101904

Shokri, O., Mahdavian Mashhadi, P., & Khodaei, A. (2020). Factor structure, reliability and measurement invariance of the Psychological Capital Questionnaire for Iranian male and female teachers. Quarterly Journal of Research in School and Virtual Learning, 8 (29), 21-34. [In Persian]. https://doi.org/10.30473/etl.2020.52725.3215

Sun, Y., Liu, R. D., & Jiang, R. (2020). Perceived parental warmth and adolescents' math engagement in China: The mediating roles of need satisfaction and math self-efficacy. Learning and Individual Differences, 78, 101837. https://doi.org/10.1016/j.lindif.2020.101837

Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics. Boston, MA: Allyn & Bacon.

Tardy, C. H. (1985). Social support measurement. American journal of community psychology, 13(2), 187–202. https://doi.org/10.1007/BF00905728

Thompson, B., & Mazer, J. P. (2009). College student ratings of student academic support: Frequency, importance, and modes of communication. Communication Education, 58(3), 433–458. DOI:10.1080/03634520902930440

Thompson, B., & Mazer, J. P. (2012). Development of the parental academic support scale: Frequency, importance, and modes of communication. Communication Education, 61(2), 131–160. https://doi.org/10.1080/03634523.2012.657207

Tu, K. M., Cai, T., &. Li, X. (2020). Adolescent coping with academic challenges: The role of parental socialization of coping. Journal of Adolescence, 81, 27-38. https://doi.org/10.1016/j.adolescence.2020.03.008

Weiner, B. (2018). The legacy of an attribution approach to motivation and emotion: A no-crisis zone. Motivation Science, 4(1), 4–14. https://doi.org/10.1037/mot0000082

Wen, X., Zhang, Q., & Xu, W. (2022). Mindfulness and academic burnout among Chinese elementary school students: The mediating role of perceived teacher support. Teaching and Teacher Education, 123(3), 103991. https://doi.org/10.1016/j.tate.2022.103991

Won, S., & Yu, S. L. (2018). Relations of perceived parental autonomy support and control with adolescents' academic time management and procrastination. Learning and Individual Differences, 61, 205-215. https://doi.org/10.1016/j.lindif.2017.12.001

Xu, J. (2023). Student-perceived parental help with homework: Identifying student profiles and their relations with homework effort, procrastination, and achievement. Learning and Individual Differences, 104 (1), 102299. DOI:10.1016/j.lindif.2023.102299

Validation of the Persian Version of Perceived Academic Support Questionnaire for Adolescents

References

References

Volume 12, Issue 1 - Serial Number 45August 2024Pages 69-80

Volume 12, Issue 1 - Serial Number 45
August 2024
Pages 69-80