Validation of the Student-Rated Parental School Involvement Questionnaire: Factorial Validity and Invariance Across Time and Sociodemographic Characteristics

Studies highlighting the importance of parental involvement in schooling have multiplied over the past years. However, well-validated tools assessing the different dimensions of parental involvement are lacking, especially when addressing young students’ perception of their parents’ involvement. Thi...

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Bibliographic Details
Published in:Journal of psychoeducational assessment 2023-07, Vol.41 (4), p.416-433
Main Authors: Goulet, Julie, Archambault, Isabelle, Morizot, Julien, Olivier, Elizabeth, Tardif-Grenier, Kristel
Format: Article
Language:English
Subjects:
Elementary School Students
Expectation
Factor Structure
Foreign Countries
Gender Differences
Homework
Individual Differences
Parent Child Relationship
Parent Participation
Predictive Validity
Questionnaires
Social Differences
Student Attitudes
Supervision
Test Validity
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Summary:Studies highlighting the importance of parental involvement in schooling have multiplied over the past years. However, well-validated tools assessing the different dimensions of parental involvement are lacking, especially when addressing young students’ perception of their parents’ involvement. This study offers a preliminary validation of the Student-Rated Parental School Involvement Questionnaire (SR-PSIQ); factor structure, measurement invariance, and predictive validity were assessed. Data collected on four measurement occasions from 923 French-Canadian primary school students was used. Results favored a four-factor model (parental expectations, parent–child communication, homework supervision, and school-based involvement). The SR-PSIQ was invariant across time, student gender, parental immigration status, and socioeconomic status. Regarding predictive validity, all dimensions of parental involvement were associated with later student engagement. Overall, the SR-PSIQ is a brief, valid, and reliable instrument that can easily be used by researchers or partitioners who want to understand how parents are involved in their child’s schooling.
ISSN:0734-2829
1557-5144
DOI:10.1177/07342829231155694