Validation Study of the Family Involvement Questionnaire--Elementary Version with Families in Belize

Autor/inn/en	Garbacz, S. Andrew; Hall, Garret J.; Young, Kaitlyn; Lee, Yen; Youngblom, Rachel K.; Houlihan, Daniel D.
Titel	Validation Study of the Family Involvement Questionnaire--Elementary Version with Families in Belize
Quelle	(2019), (17 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Family Involvement; Questionnaires; Foreign Countries; Factor Structure; Child Caregivers; Family School Relationship; Expectation; Attendance; Cultural Context; Progress Monitoring; Parent Child Relationship; Parent Teacher Cooperation; Elementary School Students; Community Involvement; Children; Belize; New Zealand; United States + Suchen Sie Ihr Suchwort? Fragebogen; Ausland; Faktorenstruktur; Caregiver; Caregivers; Carer; Child; Children; Kinderbetreuung; Expectancy; Erwartung; Anwesenheit; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Kind; Kinder; Neuseeland; USA
Abstract	The purpose of this study was to examine the factor structure of the Family Involvement Questionnaire--Elementary Version with families in Belize. Participants were 185 primary caregivers of children in primary education settings in Belize. Caregivers were given the Family Involvement Questionnaire--Elementary Version to measure their educational involvement in their children's schooling. Findings indicated the factor structure of the Family Involvement Questionnaire--Elementary Version in Belize was not congruent with the factor structures with samples from the U.S. and New Zealand. Exploratory factor analysis suggested a five-factor solution: (a) home-school communication, (b) home expectations and monitoring, (c) educational support, (d) school and community involvement, and (e) school attendance. In light of similar measurement studies in the literature, these data indicate that family educational involvement varies across geographic and cultural contexts. This suggests that interventions and policies to improve education outcomes via family involvement ought to consider the unique structure of families' involvement in the educational system. [This is the online first version of an article published in "Assessment for Effective Intervention."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01