Translation, adaptation, and cross-language validation of student: thinking about my homework scale (STP)

Abstract

Purpose The purpose of this paper is to establish the reliability and validity of an expended scale with translation, adaptation and cross-language validation of the student: thinking about my homework (STP) (Bareno, 1997; Hoover-Dempsey et al., 1999; Hoover-Dempsey and Sandler, 2005). Design/methodology/approach Response items rating are made from four-point Likert-type scales ranging from the 1 (never) to 4 (always). This study includes two versions of the scale: mother’s school involvement version (STPM) and father’s school Involvement version (STPF). Both versions have been translated from English language into Urdu language with a sample of 200 students. Standard back translation method was used for translation and adaption of the scale (Brislin, 1976; Hambleton, 1994). The ages of the students ranged from 12 to 18 years. Findings The overall scale has good internal consistency reliability. Exploratory factor analysis was performed to explore covert and novel configuration of these versions (father’s school involvement and mother’s school involvement). Results revealed that mother’s school involvement consisted of 21 items, and father’s school involvement consisted of 22 items. Originality/value The investigated scale provides assessment of father’s and mother’s school involvement, respectively, in order to achieve better understanding of family’s role in academics.

Association among school refusal behavior, self-esteem, parental school involvement and aggression in punctual and truant school-going adolescents: a multilevel analysis

“…Student thinking about homework (Aqeel et al , 2017; Hoover-Dempsey et al , 2005) was used to measure the parents (both mother and father) involvement in home and school settings. It is a 26-item scale and consist of 5-point Likert scale (5 – strongly agree; 4 – partially agree; 3 – undecided; 2 – partially disagree; and 1 – strongly disagree).…”

“…The items 8, 9 and 10 are reversed score. The score ranges from 26 to 104, where high scores demonstrates a high parental school involvement (Aqeel et al , 2017; Hoover-Dempsey and Sandler, 2005).…”

“…Both school truancy and school refusal behavior in school-going adolescents are triggered by mutual interpersonal interactions (Perron, 2017; Pianta et al , 2012). Parental supervision is considered as protective factor for child’s development (Aqeel et al , 2015; Aqeel et al , 2017; Hassan et al , 2015; Munawar et al , 2015; Perron, 2017; Sadia et al , 2015; Shah et al , 2012). In contrast, personal factors such as low self-esteem and higher level of aggression are considered vulnerable factors for child’s development in adolescents.…”

“…In contrast, personal factors such as low self-esteem and higher level of aggression are considered vulnerable factors for child’s development in adolescents. Aggression is viewed as a mediator among poor parental supervision, low self-esteem and school refusal behavior in truant and punctual school-going adolescents (Aqeel et al , 2017;Hassan et al , 2016). Many scholars reported that poor self-esteem and parental supervision in school did not drag to positive school consequences if students have higher level of aggression and actively participate in school healthy activities.…”