Silver School of Social Work, New York University, 1 Washington Square North, New York, NY 10003, United States of America; McSilver Institute for Poverty Policy and Research, 41 East 11th Street, Room 704, New York, NY 10003, United States of America.
College of Social Work, Ohio State University, 1947 College Rd., Columbus, Ohio, United States of America.
J Sch Psychol. 2018 Dec;71:85-107. doi: 10.1016/j.jsp.2018.10.003. Epub 2018 Nov 16.
Future orientation (FO) has received increasing attention for its positive effects on adolescent well-being and successful transition to adulthood. Although numerous measures of FO exist, most are not developmentally appropriate for diverse populations of adolescents, do not assess all theoretical components of FO, and/or were not developed for administration in schools. Additionally, the invariance of existing measures across racial/ethnic groups has not been examined using appropriately rigorous procedures. Using data from 2575 students in grades 6-9, this study examined the psychometric quality and measurement invariance of the FO scale on the School Success Profile (SSP) across African American (34.8%), Latino (27.0%), and European American (38.1%) subsamples. A one-factor model fit the data well in all three groups. Analyses identified only a small number of noninvariant parameters, supporting the conclusion that the scale has partial measurement invariance across the three groups. On average, African Americans had significantly higher levels of FO than the other two groups; mean scores for Latinos and European Americans were lower and statistically equivalent to each other. Construct validity of the SSP FO scale was also supported by findings of medium-sized relationships of FO scores to scores on five other constructs: low grades, school engagement, parent educational support, psychological distress, and school behavior. Multiple group tests of the magnitude and direction of the validity relationships indicated statistical equivalence across the three groups. Results support the use of the SSP FO scale by school psychologists to assess FO and to evaluate the effects of interventions targeting FO as a promoter of well-being and school success.
未来取向（FO）因其对青少年幸福感和成功过渡到成年的积极影响而受到越来越多的关注。尽管有许多 FO 的衡量标准，但大多数都不适合不同群体的青少年，不能评估 FO 的所有理论成分，并且/或者不是为在学校管理而开发的。此外，尚未使用适当严格的程序检查现有衡量标准在不同种族/族裔群体中的不变性。本研究使用来自 6-9 年级的 2575 名学生的数据，在非洲裔美国人（34.8%）、拉丁裔（27.0%）和欧洲裔美国人（38.1%）三个亚组中，考察了学校成功档案（SSP）上 FO 量表的心理测量质量和测量不变性。一个因素模型在所有三个群体中都很好地拟合了数据。分析仅确定了少数不可变参数，支持该量表在三个群体中具有部分测量不变性的结论。平均而言，非洲裔美国人的 FO 水平明显高于其他两个群体；拉丁裔和欧洲裔美国人的平均得分较低，彼此统计学上相等。FO 得分与五个其他构念（成绩低、学校参与度、父母教育支持、心理困扰和学校行为）的中等相关关系也支持了 SSP FO 量表的结构有效性。FO 有效性关系的大小和方向的多组检验表明，三个群体之间具有统计学等效性。结果支持学校心理学家使用 SSP FO 量表评估 FO，并评估以 FO 为促进幸福感和学校成功的干预措施的效果。
