Parent-child interaction in academic experiences: Scale development and validation

Coşkun, Kerem; Çıkrıkçı, Ozkan; Liebovich, Betty and Kara, Cihan. 2022. Parent-child interaction in academic experiences: Scale development and validation. Current Psychology, ISSN 1046-1310 [Article] (In Press)

No full text available
[img] Text
Development of Parent Interaction in Academic Experiences.pdf - Accepted Version
Permissions: Administrator Access Only until 24 October 2023.

Download (413kB)

Abstract or Description

The main purpose of the present study was to develop a measure examining parent-child interaction, particularly in academic experiences of children. Two studies provided evidence for reliability and validity of 19-item scale. First determining the factorial structure of Parent-Child Interaction Scale (PCIS) was aimed. 256 parents were participated in exploratory factor analysis. According to the results of item analysis, five items were excluded from the item pool because of having low factor loading. Exploratory factor analysis was applied with 14-items. Three factor solution was extracted. The three-factor structure was accounted for 51% total variance of PCIS. As for confirmatory factor analysis, the further analysis was performed with 199 parents. The three-factor structure was tested. Sufficient fit indices were found from confirmatory factor analysis. This means that three factor structure of PCIS was confirmed. Additionally, convergent validity was examined. The results from average variance extracted and composite reliability analysis revealed that convergent validity of the PCIS is sufficient. Finally, internal consistency coefficient was investigated for reliability analysis. The Cronbach’s Alpha coefficient supplied evidence for reliability. Overall, it was stated that the PCIS was reliable and valid measure to assess parent-child interaction. It was well known that the concept of parent-child interaction has a wide spread of uses. It may be expressed that the PCIS has potentials to present substantial contributions in education and psychology researches.

Item Type:

Article

Identification Number (DOI):

https://doi.org/10.1007/s12144-022-03862-w

Additional Information:

Data availability There is no availability of data and material.

This version of the article has been accepted for publication, after peer review (when applicable) and is subject to Springer Nature’s AM terms of use, but is not the Version of Record and does not reflect post-acceptance improvements, or any corrections. The Version of Record is available online at: http://dx.doi.org/10.1007/s12144-022-03862-w

Keywords:

Parent-child interaction, Scale development, Validity, Reliability

Departments, Centres and Research Units:

Educational Studies > Centre for Identities and Social Justice

Dates:

DateEvent
6 October 2022Accepted
24 October 2022Published Online

Item ID:

32377

Date Deposited:

07 Nov 2022 13:14

Last Modified:

07 Dec 2022 17:05

Peer Reviewed:

Yes, this version has been peer-reviewed.

URI:

https://research.gold.ac.uk/id/eprint/32377

View statistics for this item...

Edit Record Edit Record (login required)