Salmon Perceived Academic Support Scale

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NORTHERN CARIBBEAN UNIVERSITY COLLEGE OF HUMANIES, SOCIAL AND BEHAVIOURAL SCIENCES DEPARMENT OF GRADUATE COUNSELLING PSYCHOLOGY Assignment: Test Manual for the Salmon Perceived Academic Support Questionnaire (SPASQ) Presented in Partial Fulfillment of the Course: PSYC605: PSYCHOLOGICAL ASSESSMENT: PSYCHOMETRICS By: Ackeem Salmon – 32062701 To: Kenneth Morgan, Ph.D. April 23, 2012 Table of Contents Chapter I: Introduction 1 Theoretical Underpinnings 2 Chapter II: Overview of the SPASQ and its Development 3 Development of the SPASQ 3 The SPASQ 4 Normative Procedures 6 Normative Scores 8 Chapter III: Validity and Reliability of the SPASQ 9 Reliability 9 Validity 11 Chapter IV: Administration and Scoring 13 Chapter V: Interpretation of Results 14 Raw Scores 14 Standard Scores/Z-scores 15 Chapter VI: Limitations and Caution 15 References 17 Appendix 19 Chapter 1: Introduction The Salmon Perceived Academic Support Questionnaire (SPASQ) is an assessment instrument composed of items taken from the research literature. The items represent adolescence perception of academic support received from three sources (i.e., parent/guardians, teachers and peer/friends). To perceive themselves as competent individuals in the academic domain and to be satisfied with school in general, students probably would benefit from academic support provided in and out of the school environment (Danielson, 2009). Sources of academic support include parents, teachers, and classmates, who are in daily interaction with students and who may provide different influences on students. Theoretical Underpinnings I focused on adolescent perceptions guided by the theoretical
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