دورية أكاديمية
Mentor Support Provisions Scale: Measure dimensionality, measurement invariance, and associations with adolescent school functioning.
| العنوان: | Mentor Support Provisions Scale: Measure dimensionality, measurement invariance, and associations with adolescent school functioning. |
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| المؤلفون: | Allee-Smith PJ; Texas A&M University, United States. Electronic address: pjalleesmith@gmail.com., Im MH; Texas A&M University, United States., Hughes JN; Texas A&M University, United States., Clemens NH; The University of Texas at Austin, United States. |
| المصدر: | Journal of school psychology [J Sch Psychol] 2018 Apr; Vol. 67, pp. 69-87. Date of Electronic Publication: 2017 Oct 03. |
| نوع المنشور: | Journal Article; Research Support, N.I.H., Extramural |
| اللغة: | English |
| بيانات الدورية: | Publisher: Pergamon Press Country of Publication: United States NLM ID: 0050303 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1873-3506 (Electronic) Linking ISSN: 00224405 NLM ISO Abbreviation: J Sch Psychol Subsets: MEDLINE |
| أسماء مطبوعة: | Publication: Elmsford Ny : Pergamon Press Original Publication: Columbus, Ohio. |
| مواضيع طبية MeSH: | Academic Success* , Mentoring* , Mentors*, Students/*psychology, Adolescent ; Female ; Humans ; Male ; Mathematics ; Reading ; Schools ; Surveys and Questionnaires |
| مستخلص: | Mentoring relationships can have important effects on adolescents' psychosocial and academic outcomes; however, the transactions within mentoring relationships that may account for impact on psychosocial and academic outcomes are not well understood. This study investigated the psychometric properties of the Mentor Support Provisions Scale (MSPS), a tool for assessing the types of support that mentors provide. Exploratory factor analyses and confirmatory factor analyses were used to determine measure dimensionality. Findings indicated acceptable fit with a three-factor structure: Academic Support, Intimacy, and Warmth. The MSPS was found to have scalar invariance; thus, factor loadings and intercepts are the same across student sex and ethnic groups (e.g., White, Hispanic, and Black). In structural equation modeling analyses, the three latent factors predicted academic engagement and reading and math achievement, above baseline scores. Research and practical uses of the MSPS are discussed. (Copyright © 2017 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.) |
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| معلومات مُعتمدة: | R01 HD039367 United States HD NICHD NIH HHS |
| فهرسة مساهمة: | Keywords: Academic engagement; Math achievement; Mentor support; Mentoring; Nonparental adult; Reading achievement |
| تواريخ الأحداث: | Date Created: 20180325 Date Completed: 20191106 Latest Revision: 20240314 |
| رمز التحديث: | 20240314 |
| مُعرف محوري في PubMed: | PMC5868431 |
| DOI: | 10.1016/j.jsp.2017.09.006 |
| PMID: | 29571536 |
| قاعدة البيانات: | MEDLINE |
Full Text Finder | تدمد: | 1873-3506 |
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| DOI: | 10.1016/j.jsp.2017.09.006 |