Validation of Four Measures of Social Support With Latina/o and Non-Hispanic White Undergraduates

Datos Bibliográficos

ID6064068
AutoresVeronica Bordes (Arizona State University, Tempe,, autor de correspondencia), Jennifer K Sand (Arizona State University, Tempe), Patricia Arredondo (Arizona State University, Tempe), Sharon E Robinson Kurpiu (0000-0002-0897-4032, Arizona State University), Sharon E Robinson Kurpius (Arizona State University, Tempe), Andrea Dixon Rayle (Arizona State University, Tempe)
Año2006
Volumen28
Número1
Páginas65-83
Fecha de publicación2006-02-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaHispanic Journal of Behavioral Sciences (JOURNAL)
Identificadores de la revistaISSN: 0739-9863 • E-ISSN: 1552-6364
EditorialSAGE Publications Inc (PUBLISHER)
DOI10.1177/0739986305283299
OpenAlexW2158473811
IdiomaEN
Citas recibidas9
Referencias citadas16

This study investigated the psychometric properties of the Perceived Social Support-Family and -Friends Scales, the Family Valuing of Education Scale, and the Mentoring Scale with Latina/o and non-Hispanic White college freshmen. When scores for 112 Latina/o and 597 non-Hispanic White freshmen were examined, strong reliability was found for the Perceived Social Support Scale scores and acceptable reliability for the Family Valuing of Education and Mentoring Scale scores for both groups. Evidence of concurrent validity was found for the Perceived Social Support-Friend and Mentoring Scale scores for Latina/o students. Evidence of construct and concurrent validity was found for both of the Social Support scales and the Mentoring Scale scores for non-Hispanic White students

Concurrent validity · Construct validity · Developmental psychology · Internal consistency · Psychometrics · Social support · Clinical Psychology · Higher Education Research Studies · Parental Involvement in Education · Perfectionism, Procrastination, Anxiety Studies · Psychology · Social Psychology