Perceived School Belonging Among Youth with Chronic Physical Illness

IF 1.5 4区心理学 Q3 PSYCHOLOGY, EDUCATIONAL

Journal of Psychoeducational Assessment Pub Date : 2024-08-28 DOI:10.1177/07342829241276564

Mark A. Ferro, Serafina Abbruzzese, Scott T. Leatherdale, Karen A. Patte

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Abstract

In a sample of youth aged 10–16 years with chronic physical illness, this study examined psychometric properties of a modified Psychological Sense of School Membership (m-PSSM) scale; described longitudinal trends in perceptions over 24 months; and, identified factors associated with school belonging. Youth were recruited from a pediatric hospital in Canada. A total of 105 youth attended school in the past year and provided self-reports. The four-item m-PSSM had a unidimensional structure which was measurement invariant between youth in elementary (10–13 years) versus secondary school (14–16 years). Internal consistency was (ω > .80). There was no evidence that m-PSSM scores changed significantly over time (η2 = 0.05). Predictors of lower perceived school belonging were being in secondary school, having psychopathology, reporting lower quality of life in the domains of social support and school environment, experiencing peer victimization, and living in a community with higher residential instability and lower material deprivation.

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患有慢性身体疾病的青少年对学校归属感的认识

本研究以 10-16 岁患有慢性躯体疾病的青少年为样本，检验了经修订的 "学校成员心理感受量表"（m-PSM）的心理测量特性；描述了 24 个月内的纵向感受趋势；并确定了与学校归属感相关的因素。研究从加拿大一家儿科医院招募青少年。共有 105 名青少年在过去一年中上过学，并提供了自我报告。由四个项目组成的m-PSSM具有单维结构，在小学（10-13岁）和中学（14-16岁）之间具有测量不变性。内部一致性为 (ω > .80)。没有证据表明 m-PSSM 分数会随着时间的推移而发生显著变化（η2 = 0.05）。预测感知到的学校归属感较低的因素包括：正在上中学、患有精神病理学、在社会支持和学校环境方面报告的生活质量较低、经历过同伴伤害，以及生活在居住不稳定性较高和物质匮乏程度较高的社区。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Psychoeducational Assessment PSYCHOLOGY, EDUCATIONAL-

CiteScore

3.30

自引率

5.90%

发文量

期刊介绍： The Journal of Psychoeducational Assessment (JPA) publishes contemporary and important information focusing on psychological and educational assessment research and evidence-based practices as well as assessment instrumentation. JPA is well known internationally for the quality of published assessment-related research, theory and practice papers, and book and test reviews. The methodologically sound and impiricially-based studies and critical test and book reviews will be of particular interest to all assessment specialists including practicing psychologists, psychoeducational consultants, educational diagnosticians and special educators.