NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1197824
Record Type: Journal
Publication Date: 2018-Dec
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0143-0343
Preliminary Investigation of the Psychological Sense of School Membership Scale with Primary School Students in a Cross-Cultural Context
Wagle, Rhea; Dowdy, Erin; Yang, Chunyan; Palikara, Olympia; Castro, Susana; Nylund-Gibson, Karen; Furlong, Michael J.
School Psychology International, v39 n6 p568-586 Dec 2018
The Psychological Sense of School Membership (PSSM) scale has been used for more than 20 years to measure students' sense of school belonging, yet its psychometric properties have had limited examination with pre-adolescent children. This study investigated the utility and psychometrics of the PSSM in three primary school samples from the United States, China, and the United Kingdom. Exploratory factor analysis revealed good fit for a unidimensional factor structure in the US sample, which was subsequently confirmed in all three samples. Partial invariance across all three samples and full invariance across pairwise samples (United States and United Kingdom; United Kingdom and China) was found. Path analyses revealed significant positive relations of the PSSM total belonging score with gratitude and prosocial behavior, and significant negative relations with symptoms of distress. Future directions and implications are discussed. [For the corresponding grantee submission, see ED588824.]
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: Elementary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: United States; United Kingdom; China
Identifiers - Assessments and Surveys: Strengths and Difficulties Questionnaire
IES Funded: Yes
Grant or Contract Numbers: R305A160157