Validation of Perceived Academic Support Questionnaire (PASQ): a study using a sample of Dominican Republic high-school students

• Published in: Journal of child and family studies 2022-12, Vol.31 (12), p.3425-3434
• Main Authors: Reyes, Betty, Martínez-Gregorio, Sara, Galiana, Laura, Tomás, José M., De los Santos, Saturnino
• Format: Article
• Language: English
• Subjects: Adequacy; Behavioral Science and Psychology; Child and School Psychology; Confirmatory factor analysis; Factor Analysis; Factor Structure; Motivation; Original Paper; Parents & parenting; Peer Relationship; Peers; Personal development; Prediction models; Psychology; Psychometrics; Quantitative psychology; Questionnaires; Reliability; Secondary school students; Social Sciences; Sociology; Student Motivation; Teachers; Validity
• ISSN: 1062-1024; 1573-2843
• DOI: 10.1007/s10826-022-02473-0

The influence of academic support on students’ academic and personal development has been previously demonstrated. The objective of this study was to present a validation of the Perceived Academic Support Questionnaire (PASQ). This scale has three dimensions: academic support from (1) teachers, (2) family, and (3) peers. For the reliability analysis, we estimated the Cronbach alpha and Composite Reliability Indices (CRIs). Factorial validity was assessed by confirmatory factor analysis (CFA) and external validity was tested via a structural equation model in which the dimensions of academic support predicted academic motivation. The CFA fit indices showed very good fit to the data, supporting the theoretically proposed three-factor structure. The reliability indices, considering Cronbach alpha and CRI, were adequate for all dimensions and the predictive model fit was satisfactory. Teacher and parental academic support had a positive impact on academic motivation. On the contrary, a negative relationship between peer support and academic motivation was found. The evidence provided supports for the use of the PASQ as a brief academic support scale in future research. Highlights The development of rigorous instruments for measuring academic support is needed. The Perceived Academic Support Questionnaire (PASQ) has shown adequate psychometric properties in a sample from the Dominican Republic. Significant positive correlations have been found among parental and teacher’s academic support and academic motivation. Significant negative relation was found among peers’ support and academic motivation.