| Título: | Testing the Psychometric Properties of the Challenging Parent Standard Questionnaire (CPSQ) in the Italian Educational Context. |
| Autores: |
Alessandro Pepe Loredana Addimando |
| Fecha: | 2011-01-14 |
| Publicador: | International journal about parents in education |
| Fuente: |
 |
| Tipo: |
Peer-reviewed Article |
| Tema: | Parallel Analysis; Exploratory Factor Analysis; Teacher Stress; Psychometric Proprieties; Challenging Parent Standard Questionnaire |
| Descripción: | The Challenging Parent Standard Questionnaire (CPSQ) is a measurement tool aimed at surveying the field of parent-teacher relationships to assess the frequency of challenging parental behaviours as well as the occupational stress experienced by teachers in response to those behaviours.The present study examined the factor structure and the main psychometric properties of the CPSQ in a sample of Italian in-service primary and lower secondary teachers (N = 1,025). In order to investigate the most appropriate factor structure for the Italian version of the questionnaire, researchers compounded three different factor retention methods: K1 rule (Kaiser, 1960), scree test (Cattel, 1966) and parallel analysis (Horn, 1965).The results show a practical and robust five-factor measurement model describing the challenging behaviours of parents: ‘Excessively worried about education’, ‘Unsatisfied’, ‘Uncooperative’, ‘Overprotective’ and ‘Uninvolved’.In Italian primary and lower secondary schools, the CPSQ factor pattern partially differs from the pattern found in studies conducted in different educational contexts (i.e., Lambert & McCarthy, 2006; Van der Wolf & Everaert, 2005). Recommendations for a more accurate factor retention process in testing factorial invariance in measurement tools are discussed. |
| Idioma: | Inglés |
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2 Building trust in elementary schools: the impact of home school community collaboration. por Esther Ho Sui Chu | 7 Teachers’ and community stakeholders’ perceptions about school – community relations in Cyprus. por George Anaxagorou; Cyprus College, Nicosia,Cyprus |
3 Crossing home – school border as rites de passage. por Maria Mendel | 8 Parental involvement: beyond demographics. por Stelios N. Georgiou; University of Cyprus, Nicosia, Cyprus |
4 Assessing parents’ satisfaction with their parental role for a more effective partnerships between families and schools. por Raquel-Amaya Martinez-Gonzalez; University of Oviedo, Oviedo, Spain,Beatriz Rodríguez-Ruiz; University of La Laguna, Tenerife, Spain | 9 Promoting closer ties and cooperation between the school, the family and the community in the framework of intercultural education. por Pavlina Hadjitheodoulou-Loizidou; Cyprus Pedagogical Institute, Latsia, Cyprus,Loizos Symeou; Department of Education Sciences, European University, Cyprus |
5 Challenging parents, teacher occupational stress and health in Dutch primary schools. por Bette Prakke; University of Professional Education, Utrecht, The Netherlands,Arie Van Peet; University of Professional Education, Utrecht, The Netherlands,Kees Van der Wolf; Universiteit van Amsterdam, The Netherlands | 10 School, family and the community in cooperation: the model of syneducation. por Iro Mylonakou; University of Athens, Athens, Greece,Ioannis Kekes; University of Athens, Athens, Greece |