Department of Psychology, DePaul University, Chicago, IL 60614, USA.
Cultur Divers Ethnic Minor Psychol. 2012 Jul;18(3):297-306. doi: 10.1037/a0028729. Epub 2012 Jun 11.
Parental involvement in school-related tasks is associated with a number of positive outcomes across ethnic groups. However, a growing literature suggests that unique forms of involvement and barriers exist among linguistic minority Latino families. The Parental Schoolwork Support Measure-Youth (PSSM-Y) is introduced in this study along with the psychometric properties found with a sample of 133 Latino youth in Grades 5 through 7 from a public school in a low-income urban neighborhood. Exploratory factor analyses indicated the presence of three factors called direct support, language and support, and indirect support, which together accounted for 66.3% of the common variance in the 16-item version. Strong internal consistency and test-retest coefficients were found for the PSSM-Y in this sample. In addition, schoolwork support was correlated with youth depression, economic pressure, loneliness, and familism in the expected directions. The findings are discussed in terms of the potential utility of this measure for future school-based studies of Latino students and youth of immigrant backgrounds in the United States.
家长参与与学校相关的任务与跨族裔群体的许多积极成果相关。然而，越来越多的文献表明，在语言少数民族拉丁裔家庭中，存在独特形式的参与和障碍。本研究引入了“家长学业支持量表-青年版”（PSSM-Y），并对来自低收入城市社区公立学校的 5 至 7 年级 133 名拉丁裔青年样本进行了心理测量特性研究。探索性因素分析表明，存在三个因素，分别称为直接支持、语言和支持以及间接支持，它们共同解释了 16 项版本中 66.3%的共同方差。在该样本中，PSSM-Y 具有很强的内部一致性和重测信度系数。此外，学业支持与青年抑郁、经济压力、孤独感和家庭主义呈预期方向相关。本研究结果从未来美国基于学校的拉丁裔学生和移民背景青年研究的角度，讨论了该测量方法的潜在效用。
