Developing a School Attendance Reason Scale and its relationship with Chinese students’ school adjustment

IF 1.8 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of School and Educational Psychology Pub Date : 2020-12-16 DOI:10.1080/21683603.2019.1582380

Yansong Wang, Ichiko Shoji

引用次数: 1

Abstract

ABSTRACT This study aimed to validate the Chinese School Attendance Reason Scale (CSARS) for assessing junior high students’ reasons for school attendance and examine the relationship between school attendance and school adjustment among Chinese students. Participants included three independent samples of 1,235 students from four Chinese provinces. Exploratory and confirmatory factor analyses indicated a four-factor scale: external pressure, norm, school attractiveness, and habit. The CSARS’ measurement invariance was generally supported, and test–retest reliability and predictive validity were examined. A multiple regression analysis was also conducted with each school attendance subscale as an independent variable, and school adjustment as the dependent variable. Since external pressure and school attractiveness strongly influence school adjustment, school support services should address these variables.

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中国学生入学原因量表的编制及其与学校适应的关系

摘要本研究旨在验证中国学生入学原因量表（CSARS）对初中生入学原因的评估，并考察中国学生入学与学校适应之间的关系。参与者包括来自中国四个省份的1235名学生的三个独立样本。探索性和验证性因素分析显示了一个四因素量表：外部压力、规范、学校吸引力和习惯。CSARS的测量不变性得到了普遍支持，并检验了测试-再测试的可靠性和预测有效性。还以每个入学率分量表为自变量，以学校适应度为因变量进行了多元回归分析。由于外部压力和学校吸引力强烈影响学校调整，学校支持服务应解决这些变量。

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

International Journal of School and Educational Psychology Social Sciences-Education

CiteScore

4.00

自引率

0.00%

发文量

期刊介绍： The International Journal of School & Educational Psychology (IJSEP) is the official journal of The International School Psychology Association (ISPA) and is a broad-based, interdisciplinary journal addressing issues of professional importance to the success of children, youth, and families in academics and in life. IJSEP seeks to bridge the gap in psychological and evidence-based practices in schools, and senior practitioners alike are invited to contribute papers to the journal. The Editor-in-Chief, Editors, and Editorial Board are made up of prominent scientists, scholars, and senior practitioners from around the world, and include eminent international and multidisciplinary reviewers who make recommendations about what articles should be published. The journal is unique in that it attempts to include the views of different individuals, and also seek to assist new researchers and practitioners in developing their scholarship. IJSEP follows a rigorous and double-blind anonymous peer review process and requires authors to meet all stylistic and ethical guidelines put forth in the most recent APA Publication Manual. The journal accepts empirical papers using quantitative, qualitative, and mixed-method methodologies that contribute to the knowledge base of any critical, international school or educational issues. Emphasizing the publication of outstanding research articles, IJSEP also considers literature reviews, methodological or theoretical statements related to teaching, learning, schooling, cross-cultural psychology, school psychological services, applied educational psychology, educational research, assessment, new models of instruction, and other school-related areas. While we realize that most learning takes place between ages 0 and 21, IJSEP also focuses on adult learning, special education services with individuals of all ages, and learning and schooling across the life-span.