Support for Secondary Education of U.S.–Mexico Border Residents
The Construction and Validation of the Global Higher Education Support Scale (GHESS)
Bibliographic Data
| ID | 12815016 |
|---|---|
| Authors | Darrin L Rogers (corresponding author), Rosalva Richardson |
| Year | 2011 |
| Volume | 5 |
| Issue | 3 |
| Pages | 198-216 |
| Publication date | 2011-07-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Diaspora Indigenous and Minority Education (JOURNAL) |
| Journal identifiers | ISSN: 1559-5692 • E-ISSN: 1559-5706 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/15595692.2011.583525 |
| OpenAlex | W2039707368 |
| Language | EN |
| Citations received | 1 |
| References cited | 34 |
Support for students before planning, planning to enter, and while enrolled in higher education is needed to ensure academic achievement, especially among U.S. Hispanics. Measures for determining the nature of student support or obstruction are necessary if we are to understand academic achievement and its development among U.S. Hispanic learners. Nevertheless, few social support measures are specific to higher education, and most are restricted in time frames or sources of support. This article describes the construction and validation of the Global Higher Education Support Scale (GHESS) and its application in a U.S.–Mexico border community. Item generation was guided by past research, focus groups, expert opinions, and a combination of the Ecological Systems Theory (1977) and the Theory of Planned Behavior (1991). Items addressed 3 conceptual time periods in students' lives—before preparing for college, while preparing, and since beginning their studies—and 3 sources of support: family, friends, and significant others. Over 400 students from a predominantly Hispanic American university responded to the item pool and other measures. Factor analyses and scale refinement yielded an interpretable structure. Further analyses show excellent preliminary evidence of reliability and validity for the GHESS
Academic achievement · Conceptual framework · Geography · Higher education · Mathematics education · Medical education · Political science · Reliability (semiconductor · Scale (ratio · Social science · Sociology · Child and Adolescent Psychosocial and Emotional Development · Higher Education Research Studies · Medicine · Parental Involvement in Education · Psychology · Social Psychology
Society and the Adolescent Self-Image
Educational aspirations in inner city schools
Confirmatory factor analysis of the General Self-Efficacy Scale
Item factor analysis
An item selection procedure to maximise scale reliability and validity
Psychometric Characteristics of the Multidimensional Scale of Perceived Social Support
The theory of planned behavior
Evaluating the use of exploratory factor analysis in psychological research.
Development of reliable and valid short forms of the marlowe-crowne social desirability scale
The Self-Efficacy Scale
If the Student Is Good, Let Him Fly
Educational Aspirations of Minority Youth
Development and validation of adolescent‐perceived microsystem scales
Preliminary development of a scale of social support
Psychometric Properties of the Multidimensional Scale of Perceived Social Support in Urban Adolescents
Toward an experimental ecology of human development
Latino adolescents' academic success
The Multidimensional Scale of Perceived Social Support
Measuring Perceived Social Support in Mexican American Youth
An Examination of Academic Nonpersistence Decisions of Latino Undergraduates
Self-Efficacy and Hispanic College Students
A New Scale to Measure Adolescent Reports of Academic Support by Mothers, Fathers, Teachers, and Friends in Latino Immigrant Families
Methodological Implications of Grouping Latino Adolescents into One Collective Ethnic Group
Validation of Four Measures of Social Support With Latina/o and Non-Hispanic White Undergraduates
Academic Invulnerability among a Select Group of Latino University Students
The Neighborhood Context of Adolescent Mental Health
A Global Measure of Perceived Stress
| Citations per year | 0.1 |
|---|---|
| Citation span | 2016 - 2016 (1) |
| Highly cited | No |