Construction and Validation of Academic Support Scale in Middle School (ASSMS)
Research on social support in China has been relatively comprehensive as psychological development cannot be separated from the social environment. Family, teachers, and friends are the main sources of social support for middle school students. If we can fully utilize the academic support provided b...
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MDPI AG
2024-10-01
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| Series: | Behavioral Sciences |
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| author | Zeqing Zheng Wujun Sun Ping Fang Lina Chen |
| author_facet | Zeqing Zheng Wujun Sun Ping Fang Lina Chen |
| author_sort | Zeqing Zheng |
| collection | DOAJ |
| description | Research on social support in China has been relatively comprehensive as psychological development cannot be separated from the social environment. Family, teachers, and friends are the main sources of social support for middle school students. If we can fully utilize the academic support provided by families, teachers, and classmates in daily life, improve students’ personal efficacy, stimulate their learning motivation and desire, and provide corresponding emotional, resource, behavioral, and willingness support for middle school students, it will help them better enhance their learning adaptability, increase their investment in learning, and then improve their learning consciousness, ultimately promoting the enhancement of academic achievement and the development of their abilities. Therefore, based on the existing scales of social support and academic support, this study determined the academic support scale for middle school students, exploring the source of academic support from four dimensions: willingness support, resource support, emotional support, and behavioral support. Based on a literature review and questionnaire, a formal scale was formed to measure the academic support of middle school students. In total, 762 students from two middle schools in Shijiazhuang and Hengshui were selected as subjects for data analysis. Exploratory factor analysis showed that the scale was composed of four factors: willingness support, resource support, emotional support, and behavioral support, with a cumulative contribution rate of 54.15%. The factor loadings of the items ranged from 0.423 to 0.783. The indicators obtained by confirmatory factor analysis were χ<sup>2</sup>/df of 2.98, RMSEA of 0.072, GFI of 0.841, IFI of 0.902, TLI of 0.891, and CFI of 0.901. The Cronbach’s α coefficient was 0.955, the Spearman–Brown coefficient was 0.939, and the correlation coefficients between each dimension and the total scale were 0.892–0.945. The results show that the reliability and validity of the scale are within the acceptable range, in line with the standards of measurement, and can be used as a tool to measure the academic support of middle school students. This measurement can be used to evaluate the multidimensional academic support systems in middle schools and inform the development of targeted interventions to promote student success and well-being. |
| format | Article |
| id | doaj-art-ff2dddb5fd864ff3a7752cac1f8598b7 |
| institution | Kabale University |
| issn | 2076-328X |
| language | English |
| publishDate | 2024-10-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Behavioral Sciences |
| spelling | doaj-art-ff2dddb5fd864ff3a7752cac1f8598b72024-11-26T17:51:15ZengMDPI AGBehavioral Sciences2076-328X2024-10-01141198110.3390/bs14110981Construction and Validation of Academic Support Scale in Middle School (ASSMS)Zeqing Zheng0Wujun Sun1Ping Fang2Lina Chen3State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing 100875, ChinaFaculty of Education, Henan Normal University, Xinxiang 453007, ChinaSchool of Psychology, Capital Normal University, Beijing 100048, ChinaSchool of Psychology, Capital Normal University, Beijing 100048, ChinaResearch on social support in China has been relatively comprehensive as psychological development cannot be separated from the social environment. Family, teachers, and friends are the main sources of social support for middle school students. If we can fully utilize the academic support provided by families, teachers, and classmates in daily life, improve students’ personal efficacy, stimulate their learning motivation and desire, and provide corresponding emotional, resource, behavioral, and willingness support for middle school students, it will help them better enhance their learning adaptability, increase their investment in learning, and then improve their learning consciousness, ultimately promoting the enhancement of academic achievement and the development of their abilities. Therefore, based on the existing scales of social support and academic support, this study determined the academic support scale for middle school students, exploring the source of academic support from four dimensions: willingness support, resource support, emotional support, and behavioral support. Based on a literature review and questionnaire, a formal scale was formed to measure the academic support of middle school students. In total, 762 students from two middle schools in Shijiazhuang and Hengshui were selected as subjects for data analysis. Exploratory factor analysis showed that the scale was composed of four factors: willingness support, resource support, emotional support, and behavioral support, with a cumulative contribution rate of 54.15%. The factor loadings of the items ranged from 0.423 to 0.783. The indicators obtained by confirmatory factor analysis were χ<sup>2</sup>/df of 2.98, RMSEA of 0.072, GFI of 0.841, IFI of 0.902, TLI of 0.891, and CFI of 0.901. The Cronbach’s α coefficient was 0.955, the Spearman–Brown coefficient was 0.939, and the correlation coefficients between each dimension and the total scale were 0.892–0.945. The results show that the reliability and validity of the scale are within the acceptable range, in line with the standards of measurement, and can be used as a tool to measure the academic support of middle school students. This measurement can be used to evaluate the multidimensional academic support systems in middle schools and inform the development of targeted interventions to promote student success and well-being.https://www.mdpi.com/2076-328X/14/11/981academic supportmiddle school studentsdevelopment |
| spellingShingle | Zeqing Zheng Wujun Sun Ping Fang Lina Chen Construction and Validation of Academic Support Scale in Middle School (ASSMS) Behavioral Sciences academic support middle school students development |
| title | Construction and Validation of Academic Support Scale in Middle School (ASSMS) |
| title_full | Construction and Validation of Academic Support Scale in Middle School (ASSMS) |
| title_fullStr | Construction and Validation of Academic Support Scale in Middle School (ASSMS) |
| title_full_unstemmed | Construction and Validation of Academic Support Scale in Middle School (ASSMS) |
| title_short | Construction and Validation of Academic Support Scale in Middle School (ASSMS) |
| title_sort | construction and validation of academic support scale in middle school assms |
| topic | academic support middle school students development |
| url | https://www.mdpi.com/2076-328X/14/11/981 |
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