Validity evidence for the multidimensional scale of perceived social support at university and safety perception at campus questionnaire

Yano, Vitor; Frick, Loriane Trombini; Stelko‐Pereira, Ana Carina; Zechi, Juliana Aparecida Matias; Amaral, Enzo Lopes; Cunha, Josafá Moreira da; Cortêz, Pedro Afonso

doi:10.1016/j.ijer.2021.101756

Cited by 6 publications

(4 citation statements)

References 35 publications

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“…Similar study by Granziera et al [28] considered the mediating effect (or role) which the perceived instrumental support as well as perceived emotional support from teachers in elementary schools, have towards students in terms of student engagement, academic buoyancy, and academic skills of the students using similar perceptual support approach. In another study, Yano et al [29] looked at the perceived social support (PSS) received at the HEIs using a questionnaire obtained at a university campus to evaluate the safety perception using the multidimensional scale approach. In addition, recent studies investigated the impact of emotional support from the teachers on the students, which was described as perceived institutional support, as it helps improve their academic skill development, participation, and buoyancy [29][30][31].…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…In another study, Yano et al [29] looked at the perceived social support (PSS) received at the HEIs using a questionnaire obtained at a university campus to evaluate the safety perception using the multidimensional scale approach. In addition, recent studies investigated the impact of emotional support from the teachers on the students, which was described as perceived institutional support, as it helps improve their academic skill development, participation, and buoyancy [29][30][31].…”

Section: Conceptual Frameworkmentioning

confidence: 99%

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The Mediating Effect of Perceived Institutional Support on Inclusive Leadership and Academic Loyalty in Higher Education

Gbobaniyi,

Srivastava,

Oyetunji

et al. 2023

Sustainability

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Globally, people have a rising desire to obtain certificates, degrees, and diplomas in higher institutions, described as “diploma disease”. Additionally, the need for sustainable education becomes imperative as globalization increases. To meet these demands, there is a need for Higher Education Institutions (HEIs) to have adequate support for both students and academics. However, these HEIs are faced with the challenge of meeting set goals and values. For leaders in HEIs, inclusion is a critical challenge. This paper investigates perceived institutional support’s (PIS) role in mediating the co-relationship between academic loyalty and inclusive leadership within HEIs. The study presents a literature review to give some background. This paper’s conceptual framework is built on PIS from social exchange theories. Based on the design, a quantitative survey was adopted for the study. A random sample of 402 academics in HEIs was deployed for the study. A questionnaire instrument was designed to elicit information from the respondents. A structural equation model (SEM) was then adopted for the data analysis. The SEM approach was utilized to investigate the connection between academic loyalty and inclusive leadership at HEIs, with the mediating factor of PIS. The findings reveal a positive relationship exists between academic loyalty and inclusive leadership. While PIS positively connects both, there is also an inference that institutional support exists. This study provides insights that could assist stakeholders in formulating policies on employee needs and what could be done to improve and attain sustainable education in HEIs. It highlights applicable impacts towards increased productivity in HEIs, reflecting achieved targets regarding key performance indicators (KPI) and improved institutional performance.

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Section: Conceptual Frameworkmentioning

confidence: 99%

Section: Conceptual Frameworkmentioning

confidence: 99%

The Mediating Effect of Perceived Institutional Support on Inclusive Leadership and Academic Loyalty in Higher Education

Gbobaniyi,

Srivastava,

Oyetunji

et al. 2023

Sustainability

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“…O sétimo fator foi nomeado "segurança" e refere-se ao quanto a instituição é percebida como um espaço seguro para conviver, estar e permanecer nos seus espaços e entornos (caminho de ir e vir) (Lenzi et al, 2017;Yano et al, 2021). O oitavo fator foi nomeado "suporte social e institucional percebido" e diz respeito ao quanto os sujeitos percebem apoio, cuidado, estima e ajuda na universidade, seja de amigos ou professores (Carvalho et al, 2011;Roza, 2018;Yano et al, 2021).…”

Section: Variáveisunclassified

“…Os fatores Segurança; Engajamento acadêmico institucional; Acolhimento institucional à diversidade; Indicadores de vitimização; Enfrentamento institucional ao abuso ou assédio; Suporte social e institucional percebido, da escala de Clima Ético Universitário, foram preditores significativos da Percepção de Respeito e Não Discriminação. Isso significa que quando a instituição promove políticas e práticas de acolhimento à diversidade, segurança, suporte social e não violência (Garvey et al, 2018;Lenzi et al, 2017;Roza, 2018;Souza et al, 2019;Yano et al, 2021) e o engajamento acadêmico institucional, maior será a percepção de ações respeitosas e não discriminatórias na universidade.…”

Section: Variáveisunclassified

Escala de Clima Ético Universitário (ECEU): Propriedades psicométricas

Frick,

Matias Zechi,

Stelko Pereira

et al. 2023

RPE

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Compreender o Clima Ético Universitário é fundamental para a promoção de políticas e práticas institucionais que visem a formação ética dos atores sociais inseridos neste espaço. Assim, o objetivo deste estudo foi desenvolver um novo instrumento para avaliar o Clima Ético Universitário, para o contexto brasileiro, e analisar as suas evidências de validade baseadas na estrutura interna, consistência interna e validade critério. A amostra foi composta por 3.484 universitários, com idade média de 22,8 anos (DP = 6,92). A escala é um instrumento de autorrelato, com 28 itens. Empregou-se análise fatorial exploratória e confirmatória, resultando em uma escala formada por oito fatores de primeira ordem: segurança, acolhimento institucional à diversidade, engajamento acadêmico institucional, indicadores de vitimização, bem-estar, indicadores de ansiedade e depressão, enfrentamento institucional ao abuso ou assédio, suporte social e institucional percebido, os quais conjuntamente explicam cerca de 71,3% da variância, e um fator de segunda ordem: clima ético universitário. As correlações evidenciaram validade convergente entre os fatores positivos da escala, como segurança, respeito e não discriminação; e validade divergente entre os fatores negativos da escala, como indicadores de vitimização, de ansiedade e depressão, e os fatores de segurança e respeito e não discriminação. Em relação à validade preditiva, verificou-se que seis dos oito fatores foram preditores da ocorrência de respeito e não discriminação. Os resultados apontam a escala como uma alternativa confiável, prática e original para avaliações de Clima Ético Universitário, podendo ser ferramenta de análise que oriente ações institucionais para promoção da convivência ética.

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Psychometric Properties of the Family Adaptability and Cohesion Scale IV with College Students in the United States

Newhart

2024

J Child Fam Stud

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Validity evidence for the multidimensional scale of perceived social support at university and safety perception at campus questionnaire

Cited by 6 publications

References 35 publications

The Mediating Effect of Perceived Institutional Support on Inclusive Leadership and Academic Loyalty in Higher Education

The Mediating Effect of Perceived Institutional Support on Inclusive Leadership and Academic Loyalty in Higher Education

Escala de Clima Ético Universitário (ECEU): Propriedades psicométricas

Psychometric Properties of the Family Adaptability and Cohesion Scale IV with College Students in the United States

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