Validation of Perceived Academic Support Questionnaire (PASQ): a study using a sample of Dominican Republic high-school students

Abstract

The influence of academic support on students’ academic and personal development has been previously demonstrated. The objective of this study was to present a validation of the Perceived Academic Support Questionnaire (PASQ). This scale has three dimensions: academic support from (1) teachers, (2) family, and (3) peers. For the reliability analysis, we estimated the Cronbach alpha and Composite Reliability Indices (CRIs). Factorial validity was assessed by confirmatory factor analysis (CFA) and external validity was tested via a structural equation model in which the dimensions of academic support predicted academic motivation. The CFA fit indices showed very good fit to the data, supporting the theoretically proposed three-factor structure. The reliability indices, considering Cronbach alpha and CRI, were adequate for all dimensions and the predictive model fit was satisfactory. Teacher and parental academic support had a positive impact on academic motivation. On the contrary, a negative relationship between peer support and academic motivation was found. The evidence provided supports for the use of the PASQ as a brief academic support scale in future research.

Self-Transitioning or Other-Transitioning? The Positive Effects of LGBT College Students’ Positive Coping and Perceived Academic Support

“…Perceived academic support. Perceived academic support was measured using a twelve-item scale (Reyes et al, 2022) which has three dimensions. Three items each for teacher support and peer support, and six items for parental support.…”

“…Perceived academic support is de ned as the emotional and material assistance that students perceive from those, they consider important in their academic pursuits (Reyes et al, 2022). Research indicates that perceived academic support is a protective factor against anxiety and depression among students (Chou, 2000), particularly among LGBTQ college students who are more susceptible to these conditions for various reasons (J. X.…”

“…Positive communication with teachers, peers, and parents helps to regulate personal emotions and alleviate negative burnout (Byron et al, 2010), which, in turn, facilitates the recovery of adverse emotions such as depression and anxiety. Additionally, according to Reyes et al (2022), academic support for LGBTQ college students is perceived to come from parents, teachers, and peers (Reyes et al, 2022). Social support, as a means of facilitating interpersonal communication, can reduce stress and contribute to the restoration of individual resources by fostering social relationships (Viswesvaran et al, 1999).…”