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ERIC Number: EJ789620
Record Type: Journal
Publication Date: 2008
Pages: 20
Abstractor: Author
Reference Count: 62
ISBN: N/A
ISSN: ISSN-1069-0727
Measuring Perceived Teacher Support and Its Influence on Adolescent Career Development
Metheny, Jennifer; McWhirter, Ellen Hawley; O'Neil, Maya Elin
Journal of Career Assessment, v16 n2 p218-237 2008
This article examines available measures of perceived teacher support and presents findings from two studies exploring the psychometric properties of the Teacher Support Scale (TSS). In Study 1, an exploratory factor analysis suggested a hierarchical structure with four first-order factors (Invested, Positive Regard, Expectations, and Accessible subscales) loading onto a single, higher order factor, excellent reliability, and concurrent validity. Perceived teacher support was significantly correlated with career decision-making self-efficacy and vocational outcome expectations. In Study 2, a confirmatory factor analysis did not provide replication of the initial model in a separate sample. However, the four, first-order factors explained a statistically significant amount of the variance in question items, and support was provided for their strong relationship to a single, higher order construct of teacher support. Recommendations for future practice and research on the role of teacher support in adolescent career development and suggestions for modifications to the measure are provided. (Contains 3 tables and 1 figure.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: Practitioners; Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A