Psychometric analysis of the teacher support scale with higher education students

Detalhes bibliográficos
Autor(a) principal: Oliveira, Íris M.
Data de Publicação: 2023
Outros Autores: Barroso, Paula, Vautero, Jaisso, Silva, Ana Daniela
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: https://doi.org/10.17575/psicologia.1851
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.
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spelling Psychometric analysis of the teacher support scale with higher education studentsPsychometric analysis of the teacher support scale with higher education studentsperceived teacher supporthigher educationfactor structuremeasurement invariancePerceived teacher supportHigher educationFactor structureMeasurement invarianceThe 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.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.Associação Portuguesa de Psicologia2023-12-15info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.17575/psicologia.1851https://doi.org/10.17575/psicologia.1851PSICOLOGIA; Vol. 37 No. 2 (2023); 23-35PSICOLOGIA; Vol. 37 N.º 2 (2023); 23-352183-24710874-2049reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPenghttps://revista.appsicologia.org/index.php/rpsicologia/article/view/1851https://revista.appsicologia.org/index.php/rpsicologia/article/view/1851/1090Direitos de Autor (c) 2023 PSICOLOGIAinfo:eu-repo/semantics/openAccessOliveira, Íris M.Barroso, PaulaVautero, JaissoSilva, Ana Daniela2023-12-21T13:26:06Zoai:oai.appsicologia.org:article/1851Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T00:55:24.917908Repositório 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
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.
perceived teacher support
higher education
factor structure
measurement invariance
Perceived teacher support
Higher education
Factor structure
Measurement invariance
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.author.fl_str_mv Oliveira, Íris M.
Barroso, Paula
Vautero, Jaisso
Silva, Ana Daniela
dc.subject.por.fl_str_mv perceived teacher support
higher education
factor structure
measurement invariance
Perceived teacher support
Higher education
Factor structure
Measurement invariance
topic perceived teacher support
higher education
factor structure
measurement invariance
Perceived teacher support
Higher education
Factor structure
Measurement invariance
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
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 https://doi.org/10.17575/psicologia.1851
https://doi.org/10.17575/psicologia.1851
url https://doi.org/10.17575/psicologia.1851
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv https://revista.appsicologia.org/index.php/rpsicologia/article/view/1851
https://revista.appsicologia.org/index.php/rpsicologia/article/view/1851/1090
dc.rights.driver.fl_str_mv Direitos de Autor (c) 2023 PSICOLOGIA
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Direitos de Autor (c) 2023 PSICOLOGIA
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Associação Portuguesa de Psicologia
publisher.none.fl_str_mv Associação Portuguesa de Psicologia
dc.source.none.fl_str_mv PSICOLOGIA; Vol. 37 No. 2 (2023); 23-35
PSICOLOGIA; Vol. 37 N.º 2 (2023); 23-35
2183-2471
0874-2049
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
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