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Assessing Sense of School Belonging Across Cultural Contexts Using the PSSM: Measurement and Functional Invariance.

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dc.contributor.author Arasa, Josephine N
dc.contributor.author Abubakar, Amina
dc.contributor.author Van de Vijver, Fons J. R.
dc.contributor.author Alonso-Arbiol, Itziar
dc.contributor.author Suryani, Angela O.
dc.contributor.author Pandia, Weny Savitry
dc.contributor.author Handani, Penny
dc.contributor.author Mazrui, Lubna
dc.contributor.author Murugami, Margaret
dc.date.accessioned 2016-11-23T05:59:16Z
dc.date.available 2016-11-23T05:59:16Z
dc.date.issued 2015
dc.identifier.uri
dc.identifier.uri http://erepo.usiu.ac.ke/11732/2907
dc.description A Journal article by Dr. Josephine Arasa, a Faculty member in the Humanities and Social Sciences at USIU Africa en_US
dc.description.abstract Despite its popularity, the factorial structure of the Psychological Sense of School Membership (PSSM) Questionnaire remains controversial. The current study set out to clarify its structure across different cultural contexts. The study was carried out among 1,928 adolescents aged 11 to 20 years in the Netherlands, Kenya, Indonesia, and Spain. Item-based measurement models with a single factor did not show a good fit. A bifactor method (defining a method factor for negatively worded items) did not show a good fit either. However, when items were combined per target to be rated (school, student, teacher, other people, and self), measurement invariance of a one-factorial model was found. Internal consistencies observed across the cultural groups studied were high. In addition, an evaluation of functional equivalence indicated that the relationship between PSSM and life satisfaction was invariant across countries. Implications for assessment and future directions are discussed. en_US
dc.publisher Journal of Psychoeducational Assessment en_US
dc.relation.ispartofseries ;Vol 34 No.4
dc.title Assessing Sense of School Belonging Across Cultural Contexts Using the PSSM: Measurement and Functional Invariance. en_US
dc.type Article en_US


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