Construction and Validation of Academic Support Scale in Middle School (ASSMS)

• Published in: Behavioral sciences 2024-10, Vol.14 (11), p.981
• Main Authors: Zheng, Zeqing, Sun, Wujun, Fang, Ping, Chen, Lina
• Format: Article
• Language: English
• Subjects: Academic achievement; academic support; Behavior; College students; development; Discriminant analysis; Education; Families & family life; Family; Information management; Junior high school students; Learning; Methods; Middle school students; Middle schools; Parents & parenting; Peers; Perceptions; Quantitative psychology; Questionnaires; Social aspects; Social support; Teachers; Teaching
• ISSN: 2076-328X; 2076-328X
• DOI: 10.3390/bs14110981

Research on social support in China has been relatively comprehensive as psychological development cannot be separated from the social environment. Family, teachers, and friends are the main sources of social support for middle school students. If we can fully utilize the academic support provided by families, teachers, and classmates in daily life, improve students' personal efficacy, stimulate their learning motivation and desire, and provide corresponding emotional, resource, behavioral, and willingness support for middle school students, it will help them better enhance their learning adaptability, increase their investment in learning, and then improve their learning consciousness, ultimately promoting the enhancement of academic achievement and the development of their abilities. Therefore, based on the existing scales of social support and academic support, this study determined the academic support scale for middle school students, exploring the source of academic support from four dimensions: willingness support, resource support, emotional support, and behavioral support. Based on a literature review and questionnaire, a formal scale was formed to measure the academic support of middle school students. In total, 762 students from two middle schools in Shijiazhuang and Hengshui were selected as subjects for data analysis. Exploratory factor analysis showed that the scale was composed of four factors: willingness support, resource support, emotional support, and behavioral support, with a cumulative contribution rate of 54.15%. The factor loadings of the items ranged from 0.423 to 0.783. The indicators obtained by confirmatory factor analysis were χ /df of 2.98, RMSEA of 0.072, GFI of 0.841, IFI of 0.902, TLI of 0.891, and CFI of 0.901. The Cronbach's α coefficient was 0.955, the Spearman-Brown coefficient was 0.939, and the correlation coefficients between each dimension and the total scale were 0.892-0.945. The results show that the reliability and validity of the scale are within the acceptable range, in line with the standards of measurement, and can be used as a tool to measure the academic support of middle school students. This measurement can be used to evaluate the multidimensional academic support systems in middle schools and inform the development of targeted interventions to promote student success and well-being.