Adaptation and pretesting of the College Persistence Questionnaire V3 (Short Form) for measuring intention to persist among Aboriginal Diploma of Nursing students

Pugh, Judith Dianne; Cramer, Jennifer H.; Slatyer, Susan; Twigg, Di; Robinson, Melanie

doi:10.1016/j.nedt.2017.11.021

Cited by 4 publications

(5 citation statements)

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“…The CPQ is currently a basic reference in the research on retention and persistence in university [15,[18][19][20][21]. These studies focus both on determining its relationship with different psychoeducational constructs (e.g., psychological well-being [22], basic needs -competence, relatedness and autonomy- [23], academic and social overload [24], cultural intelligence [25], dropping out of post-graduate studies [5,26,27]), and on evaluating the effectiveness of different intervention programs at the university [28,29].…”

Section: Introductionmentioning

confidence: 99%

Predicting First-Year College Student Retention: Validation of the College Persistence Questionnaire in a Spanish Sample

et al. 2019

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This paper analyzes the factorial and predictive validity of a Spanish adaptation of the College Persistence Questionnaire (SCPQ) on the retention of first year students (FYS) at university. The participants were 490 FYS from two public universities in Southern Europe (Spain). Factorial analysis of the SCPQ (χ2/gl = 1.66, CFI = 0.92, NNFI = 0.91, RMSEA = 0.04) showed six reliable dimensions, similar to those found in the original study: Academic Integration, Social Integration, Supportive Services Satisfaction, Academic Conscientiousness, Degree Commitment and Institutional Commitment. Logistic regression showed that institutional commitment significantly predicted FYS’ permanence. The results support SCPQ’s validity as an adequate and useful tool for assessing FYS’ academic experiences involved in student retention.

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Section: Introductionmentioning

confidence: 99%

Predicting First-Year College Student Retention: Validation of the College Persistence Questionnaire in a Spanish Sample

et al. 2019

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“…Therefore, the validity of the scale is ensured. Nevertheless, as stated in previous studies, although preliminary validation of scales were performed [66][67][68], it is necessary to conduct future studies with larger and representative samples to determine the validity and reliability of the SMEPT-SPS.…”

Section: Discussionmentioning

confidence: 99%

Development and Preliminary Validation of Social Media as an Educational and Professional Tool Student Perceptions Scale (SMEPT-SPS)

et al. 2021

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Although social media has an increasing presence both in university and sports settings, in the sports-management education context, no instruments (without being focused on one particular social-media platform, e.g., Facebook and Twitter) have been developed and validated that globally allow the academy to explore the perceptions of sports-management students concerning the educational and professional learning potential that these tools offer. Therefore, this research’s main objective is to develop and perform a preliminary validation of the social media as an educational and professional tool student perceptions scale (SMEPT-SPS). This study sample was composed of 90 Spanish undergraduate sports-management students (M = 22.56; SD = 3.55). A multigroup confirmatory factor analysis was performed to examine the psychometric properties of the SMEPT-SPS. The statistical analysis reflects the scale’s three-dimensional nature, explaining 67.87% of the variance and presents adequate psychometric properties (α = 0.87). Nevertheless, further validity and reliability analysis are required to confirm these initial findings with a larger and more representative sample. Considering the foregoing limitation, this research contributes to the literature by providing a new instrument, the SMEPT-SPS, that could help sports-management faculty expand the scope and understanding of social media’s educational and professional potential.

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“…Dado que a estrutura do QPA foi apoiada em pesquisas anteriores (Beck & Milligan, 2014;Betts, Shirley, & Kennedy, 2017;Davidson et al, 2009;Méndez-Giménez, Fernandez-Rio, & Cecchini, 2014;Pugh et al, 2018) apenas a análise fatorial confirmatória (AFC) foi realizada (Kline, 2016). Diferentes modelos fatoriais, medidas e modelos estruturais foram testados e comparados, em primeiro lugar, por meio da relação qui-quadrado/graus de liberdade (χ²/gl).…”

Section: Procedimento De Análise Dos Dadosunclassified

“…As dimensões comprometimento institucional, integração acadêmica e consciência acadêmica foram bons preditores diretos do comportamento de permanência (Davidson et al, 2009). As demais dimensões do CPQ afetam as decisões de persistência de modo indireto, contudo, a nível individual, são bons indicadores de situações de risco de permanência (Pugh, Cramer, Slatyer, Twigg, & Robinson, 2018). Alguns modelos teóricos sobre o tema propõem estruturas conceituais integrando essas variáveis (e.g., Cabrera et al, 1992;Davidson, Beck, & Grisaffe, 2015).…”

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Questionário de Permanência Acadêmica: Adaptação Cultural e Evidências de Validade

2020

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O presente estudo focou a questão da permanência universidade, e apresenta dois objetivos principais, o primeiro, de ordem psicométrica, é voltado para adaptação e busca de evidências de validade de um instrumento destinado a avaliação da permanência nas universidades, o Questionário de Permanência Acadêmica (QPA). O segundo objetivo apresenta uma aplicação do instrumento ao verificar se os serviços destinados a aumentar as condições de permanência na universidade estudada poderiam ter algum efeito sobre os escores obtidos no instrumento. Análises fatoriais confirmatórias e testes de confiabilidade indicam boas características psicométricas do instrumento. A estrutura de seis dimensões proposta no estudo original foi confirmada. Quanto aos serviços de apoio à permanência oferecido aos estudantes, os resultados indicam que a percepção de obstáculos no acesso a esses serviços e a utilização do apoio psicossocial e pedagógico foram associadas a baixos resultados no QPA. Tendo em vista que as universidades podem diferir em relação aos serviços com foco na permanência que ofertam, indica-se a aplicação do QPA em diferentes universidades. Palavras-chave: estudantes universitários; evasão; validade fatorial; assistência estudantil. ABSTRACT -College persistence questionnaire: cultural adaptation and evidence of validityThe present study focused on academic persistence and had two main aims, the first had a psychometric nature and aimed to adapt of an instrument designed to evaluate academic persistence, the College Persistence Questionnaire (CPQ), and seek evidence of its validity. The second aim was to present a practical use of the instrument, aiming to verify whether the services offered to increase the conditions of persistence in college could have any effect on the students' scores in the instrument. Confirmatory factor analyses and reliability tests indicated good psychometric properties of the instrument. The six-dimensional structure proposed in the original study was confirmed. Regarding the persistence support services offered to the students, the results indicate that the perception of obstacles in the access to these services and the presence of psychosocial and pedagogical support were associated with low results in the CPQ. Given that universities may differ in relation to the persistence-focused services they offer, the investigation using the CPQ in different universities is indicated.

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Adaptation and pretesting of the College Persistence Questionnaire V3 (Short Form) for measuring intention to persist among Aboriginal Diploma of Nursing students

Cited by 4 publications

References 15 publications

Predicting First-Year College Student Retention: Validation of the College Persistence Questionnaire in a Spanish Sample

Predicting First-Year College Student Retention: Validation of the College Persistence Questionnaire in a Spanish Sample

Development and Preliminary Validation of Social Media as an Educational and Professional Tool Student Perceptions Scale (SMEPT-SPS)

Questionário de Permanência Acadêmica: Adaptação Cultural e Evidências de Validade

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