Psychometric analysis of the teacher support scale with higher education students
Autor(a) principal: | |
---|---|
Data de Publicação: | 2023 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10400.14/43771 |
Resumo: | The Teacher Support Scale has been used to assess students’ perceived teacher support in compulsory school years. However, the literature requires attention to perceived teacher support in higher education and to the referred measure’s psychometric properties. This study examines the factorial structure, invariance for sex, relations to other variables, and reliability of the Teacher Support Scale with a sample of 262 Portuguese higher education students (Mage = 24.36, SD = 7.46), 133 (50.8%) women and 129 (49.2%) men. Results from confirmatory factor analyses suggested that a two-factor measurement model yielded a good fit to the data. Multi-group analyses indicated configural and metric invariance for women and men. Positive correlations among perceived teacher support and students’ academic experiences were found. The Teacher Support Scale might be useful to assess students’ perceived academic and social teacher support, as well as to sustain psychological practices in higher education. |
id |
RCAP_2a2087cd73006ce6793ebe404a9a0b4b |
---|---|
oai_identifier_str |
oai:repositorio.ucp.pt:10400.14/43771 |
network_acronym_str |
RCAP |
network_name_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository_id_str |
7160 |
spelling |
Psychometric analysis of the teacher support scale with higher education studentsFactor structureHigher educationMeasurement invariancePerceived teacher supportThe Teacher Support Scale has been used to assess students’ perceived teacher support in compulsory school years. However, the literature requires attention to perceived teacher support in higher education and to the referred measure’s psychometric properties. This study examines the factorial structure, invariance for sex, relations to other variables, and reliability of the Teacher Support Scale with a sample of 262 Portuguese higher education students (Mage = 24.36, SD = 7.46), 133 (50.8%) women and 129 (49.2%) men. Results from confirmatory factor analyses suggested that a two-factor measurement model yielded a good fit to the data. Multi-group analyses indicated configural and metric invariance for women and men. Positive correlations among perceived teacher support and students’ academic experiences were found. The Teacher Support Scale might be useful to assess students’ perceived academic and social teacher support, as well as to sustain psychological practices in higher education.Veritati - Repositório Institucional da Universidade Católica PortuguesaOliveira, Íris M.Barroso, PaulaVautero, JaissoSilva, Ana Daniela2024-01-30T16:55:08Z2023-12-152023-12-15T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10400.14/43771eng2183-247110.17575/psicologia.185185180292368info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2024-02-06T01:37:34Zoai:repositorio.ucp.pt:10400.14/43771Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T02:13:48.646242Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Psychometric analysis of the teacher support scale with higher education students |
title |
Psychometric analysis of the teacher support scale with higher education students |
spellingShingle |
Psychometric analysis of the teacher support scale with higher education students Oliveira, Íris M. Factor structure Higher education Measurement invariance Perceived teacher support |
title_short |
Psychometric analysis of the teacher support scale with higher education students |
title_full |
Psychometric analysis of the teacher support scale with higher education students |
title_fullStr |
Psychometric analysis of the teacher support scale with higher education students |
title_full_unstemmed |
Psychometric analysis of the teacher support scale with higher education students |
title_sort |
Psychometric analysis of the teacher support scale with higher education students |
author |
Oliveira, Íris M. |
author_facet |
Oliveira, Íris M. Barroso, Paula Vautero, Jaisso Silva, Ana Daniela |
author_role |
author |
author2 |
Barroso, Paula Vautero, Jaisso Silva, Ana Daniela |
author2_role |
author author author |
dc.contributor.none.fl_str_mv |
Veritati - Repositório Institucional da Universidade Católica Portuguesa |
dc.contributor.author.fl_str_mv |
Oliveira, Íris M. Barroso, Paula Vautero, Jaisso Silva, Ana Daniela |
dc.subject.por.fl_str_mv |
Factor structure Higher education Measurement invariance Perceived teacher support |
topic |
Factor structure Higher education Measurement invariance Perceived teacher support |
description |
The Teacher Support Scale has been used to assess students’ perceived teacher support in compulsory school years. However, the literature requires attention to perceived teacher support in higher education and to the referred measure’s psychometric properties. This study examines the factorial structure, invariance for sex, relations to other variables, and reliability of the Teacher Support Scale with a sample of 262 Portuguese higher education students (Mage = 24.36, SD = 7.46), 133 (50.8%) women and 129 (49.2%) men. Results from confirmatory factor analyses suggested that a two-factor measurement model yielded a good fit to the data. Multi-group analyses indicated configural and metric invariance for women and men. Positive correlations among perceived teacher support and students’ academic experiences were found. The Teacher Support Scale might be useful to assess students’ perceived academic and social teacher support, as well as to sustain psychological practices in higher education. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-12-15 2023-12-15T00:00:00Z 2024-01-30T16:55:08Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10400.14/43771 |
url |
http://hdl.handle.net/10400.14/43771 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
2183-2471 10.17575/psicologia.1851 85180292368 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
instname_str |
Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
repository.mail.fl_str_mv |
|
_version_ |
1799137240838832128 |