Modification and Validation of the Multidimensional Scale of Perceived Social Support for Chinese School Teachers

Autor/inn/en	Ho, Sammy K.; Chan, Edmund S.
Titel	Modification and Validation of the Multidimensional Scale of Perceived Social Support for Chinese School Teachers
Quelle	In: Cogent Education, 4 (2017) 1, Artikel 1277824 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2016.1277824
Schlagwörter	Multidimensional Scaling; Social Support Groups; Program Validation; Psychometrics; Questionnaires; Psychological Testing; Factor Analysis; Construct Validity; Goodness of Fit; Self Esteem; Teacher Burnout; Correlation; Elementary Secondary Education; Foreign Countries; Self Concept Measures; Measures (Individuals); Maximum Likelihood Statistics; Statistical Analysis; Hong Kong; Rosenberg Self Esteem Scale; Maslach Burnout Inventory + Suchen Sie Ihr Suchwort? Mehrdimensionale Analysis; Social support; Soziale Unterstützung; Psychometry; Psychometrie; Fragebogen; Psychological test; psychological tests; Psychological examination; Psychologischer Test; Faktorenanalyse; Self-esteem; Selbstaufmerksamkeit; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Korrelation; Ausland; Messdaten; Statistische Analyse; Hongkong
Abstract	This study aims to investigate the psychometric properties of the revised multidimensional scale of perceived social support (R-MSPSS) for Chinese school teachers. A questionnaire comprising the R-MSPSS and other psychological measures was administered to a sample of 539 school teachers in Hong Kong. A series of confirmatory factor analysis was conducted to examine the construct validity of the Scale. The results indicated a moderate fit of the proposed model with improved fit after covariance of error terms were added. Convergent and discriminant validity of the Scale were assessed by associations with self-esteem and burnout symptoms. The results of most correlations were statistically significant and in predicted directions, which will provide a fertile ground in supporting the use of the R-MSPSS for measuring social support for Hong Kong teachers. Further modifications in differentiating those items for measuring perceived social support from school principal and colleagues are suggested. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01