A Validation of the Family Involvement Questionnaire-High School Version

Abstract

The purpose of this study was to validate the Family Involvement Questionnaire (FIQ) for use in high school settings (9 th -12 th grade). After the FIQ was redesigned for use in the high school setting, 519 parents completed the questionnaire online. Internal consistency was for the 40-item questionnaire was high (α = 0.93). A confirmatory factor analysis failed to substantiate the FIQ-HS to the elementary version from which it was adapted. However, an exploratory factor analysis yielded three factors consistent with the FIQ-E. Family demographics were compared to participant responses, and significant effects of students' school and special education status were found.

Spanish Adaptation of the Family Involvement Questionnaire - High School: Version for Parents

“…There were only seven poorly functioning items (17, 20, 23, 25, 31, 32, and 39), which were removed from subsequent analysis. Four of these items also functioned poorly in the study by Grover et al (2016). More specifically, the home-based communication factor is equivalent to the factor found in the study by Grover et al (2016), with the exception of item 20, which is one of the items removed in the current study.…”

“…For this reason the present study aimed to develop a Spanish adaptation of the high school version of the FIQ. The FIQ-HS is a questionnaire that was developed in the United States by Grover et al (2016). It has 40 items and three subscales: home-school communication, school-based activities, and homebased activities.…”

“…Alternative versions of the FIQ have been developed for parents with children at other school levels: the FIQ-Elementary School (FIQ-ES; Manz et al, 2004) and the FIQ-High School (FIQ-HS; Grover et al, 2016). The FIQ-HS is a 40-item questionnaire on a four-point Likert scale (1 = rarely, 4 = always).…”

“…In view of the importance of family involvement during the high school period, and that there is no version of the FIQ-HS for adolescents' parents in Spain, we decided to adapt the questionnaire to this population on the basis of the version developed by Grover et al (2016). It is important to have an instrument available for this school stage because parents become less involved in the education of their children as they move into adolescence, which may have negative consequences on their academic achievement.…”

“…A back-translation was carried out by native English speakers with a proficient understanding of Spanish, and expert researchers in the field (university lecturers) discussed the item content and their translation to ensure that both linguistic and cultural aspects were respected. As a starting point, we took the original questionnaire's 40 items, not only the 25 that had good loadings in the study by Grover et al (2016). These items are rated on a 4-point Likert scale (rarely, sometimes, often, and always).…”