Department of Educational Psychology, Texas A&M University, College Station, TX 77843-4225, USA.
Psychol Assess. 2012 Mar;24(1):54-65. doi: 10.1037/a0024481. Epub 2011 Jul 18.
This study investigated the construct validity of measures of teacher-student support in a sample of 709 ethnically diverse 2nd- and 3rd-grade academically at-risk students. Confirmatory factor analysis investigated the convergent and discriminant validities of teacher, child, and peer reports of teacher-student support and child conduct problems. Results supported the convergent and discriminant validity of scores on the measures. Peer reports accounted for the largest proportion of trait variance and nonsignificant method variance. Child reports accounted for the smallest proportion of trait variance and the largest method variance. A model with 2 latent factors provided a better fit to the data than a model with 1 factor, providing further evidence of the discriminant validity of measures of teacher-student support. Implications for research, policy, and practice are discussed.
本研究在一个由 709 名具有不同种族背景的 2 年级和 3 年级学业有风险的学生组成的样本中，调查了教师-学生支持措施的结构效度。验证性因子分析研究了教师、儿童和同伴报告的教师-学生支持与儿童行为问题的聚合和区别效度。结果支持了这些措施得分的聚合和区别效度。同伴报告解释了特质方差的最大比例，且无显著的方法方差。儿童报告解释了特质方差的最小比例，以及最大的方法方差。一个具有 2 个潜在因素的模型比具有 1 个因素的模型提供了更好的拟合度，进一步证明了教师-学生支持措施的区别效度。讨论了研究、政策和实践的影响。
