Factor structure, reliability and validity of the Parental Support for Learning Scale: Adolescent Short Form (PSLS-AS)

Rogers, Maria; Hickey, Andrea Jane; Wiener, Judith; Heath, Nancy L.; Noble, Rick Nelson

doi:10.1007/s10984-018-9262-4

Cited by 11 publications

(8 citation statements)

References 29 publications

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“…The Parental Support for Learning Scale ( PSLS : Rogers et al, 2014) was used to assess mothers’ and fathers’ perception of their PIE behaviors and adolescents’ perceptions of their parents PIE behaviors. Exploratory factor analysis of a short version of the scale that did not include the Aspirations scale revealed a two-factor structure: (1) Supportive Involvement (α = 87 and .89) and (2) Controlling Involvement (α = .90 and .89; Rogers et al, 2018). The Supportive Involvement, Controlling Involvement, and Aspirations scales were used in the present study.…”

Section: Methodsmentioning

confidence: 99%

Parental Involvement in Education and Academic Achievement in Adolescents With Attention Deficit Hyperactivity Disorder

Musabelliu

Wiener

Rogers

2022

Canadian Journal of School Psychology

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This study examined the relationship between parental involvement in education (PIE) and adolescent academic achievement in 99 adolescents with and without ADHD. PIE was measured by two parent-report questionnaires. A standardized test was used to measure academic achievement. Adolescent ADHD status predicted academic achievement. Maternal PIE did not predict adolescent achievement over and above adolescent ADHD status. Fathers’ self-efficacy, supportive involvement, and aspirations moderated the association between adolescent ADHD status and adolescent achievement. These PIE variables were positively associated with achievement in adolescents with ADHD. Paternal self-efficacy was not associated with achievement in adolescents without ADHD, and paternal supportive involvement and paternal aspirations predicted lower achievement in these adolescents. These results suggest the importance of paternal involvement in the learning of adolescents with ADHD and have implications for involving fathers in interventions aimed at improving their academic achievement.

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Section: Methodsmentioning

confidence: 99%

Parental Involvement in Education and Academic Achievement in Adolescents With Attention Deficit Hyperactivity Disorder

Musabelliu

Wiener

Rogers

2022

Canadian Journal of School Psychology

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“…Because short forms of scales are suitable tools that can be used effectively for the studies to be carried out [30]. In addition, with the short form scales developed, measurements of expected dimensions can be realized in a shorter time [31].…”

Section: Methodsmentioning

confidence: 99%

Development of Short Forms of Scales with Decision Tree Algorithms

Aydemir

Kaysi

2020

Balkan Journal of Electrical and Computer Engineering

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Scales or surveys are among the measurement tools developed to measure the perceptions of individuals on specified topics. In some cases, the length of these measuring tools may negatively affect the response rates of individuals towards these tools. In this regard, this study aimed to development of short forms of scales by decision trees algorithms. In this way, it can be provided to design short-form measuring tools that perform similar functions and to increase the rate of responses to measuring tools. In the study, predictions were made with decision trees, which are data mining methods. In this context, analyzes were made with decision trees algorithms to obtain short forms of three scales. According to the results obtained, a high level of correlation was found between scales' short and long forms. Thus, it can be concluded that short forms of scales are suitable for measuring similar purposes. Instead of using scales consisting of 40, 20 and 20 items, expected measurements can be made with at least three and 10 items with appropriate tree algorithms for each scale. Among the suggestions of the study, it is possible to carry out similar studies for frequently used scales. So high participation rates for scales can be obtain. Index Terms-short form scale, decision trees, mobile phone problem use, mobile device addiction, attitude towards learning. I. INTRODUCTIONESEARCHERS need to take some measurements in order to get results on the topics they are curious about. Whether in science or social sciences, it is stated that measurements are among the basic activities of science [1]. In all these processes, developed measuring tools can be used. Sometimes, specially developed methods and equipment are used for the measurement process. In the social sciences, the relationships between the structures are wondered [2]. Thus, individuals' perceptions in targeted dimensions can be measured.

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“…The PSLS was developed by Rogers et al (2018) to assess mothers' and fathers' perception of their own educational involvement in the home as well as adolescents' perception of their parents' involvement behaviors. The scale is relatively new and a short version of it (not including the items on Aspirations) was evaluated by Rogers et al (2018) with a sample of 825 adolescents. Exploratory factor analysis revealed a two-factor structure representing parental involvement: (1) Autonomy Supportive (a ¼ 0.87, 0.89) and (2) Controlling Involvement (a ¼ 0.90, 0.89).…”

Section: Methodsmentioning

confidence: 99%

“…The PSLS was developed by Rogers et al. (2018) to assess mothers' and fathers' perception of their own educational involvement in the home as well as adolescents' perception of their parents' involvement behaviors.…”

Section: Methodsmentioning

confidence: 99%

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Parental involvement in the learning of adolescents with and without ADHD

Musabelliu

Wiener

Rogers

2018

School Psychology International

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This study examined parental involvement in adolescents' learning of parents of 108 adolescents 13-to 18-years of age (54 mothers of adolescents with ADHD, 44 mothers of adolescents without ADHD; 42 fathers of adolescents with ADHD and 35 fathers of adolescents without ADHD). Compared to mothers and fathers of adolescents without ADHD, both mothers and fathers of adolescents with ADHD reported lower selfefficacy in their ability to help their teens on the Parent Involvement Project Questionnaire-Modified (PIPQ-M). On the Parental Support for Learning Scale (PSLS), mothers of adolescents with ADHD perceived themselves as being less supportive and having fewer aspirations regarding their adolescents' future, compared with mothers of adolescents without ADHD. There were no differences between parents of adolescents with and without ADHD in any other aspects of involvement beliefs, experiences, and behaviors according to parent and adolescent report. Implications for school psychology practice are discussed.

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Factor structure, reliability and validity of the Parental Support for Learning Scale: Adolescent Short Form (PSLS-AS)

Cited by 11 publications

References 29 publications

Parental Involvement in Education and Academic Achievement in Adolescents With Attention Deficit Hyperactivity Disorder

Parental Involvement in Education and Academic Achievement in Adolescents With Attention Deficit Hyperactivity Disorder

Development of Short Forms of Scales with Decision Tree Algorithms

Parental involvement in the learning of adolescents with and without ADHD

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