ERIC Number: EJ1447624
Record Type: Journal
Publication Date: 2024-Dec
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0033-3085
EISSN: EISSN-1520-6807
Validation of the Spanish Form of a Multidimensional Assessment of Family Engagement for Early Childhood Programs
Johayra Bouza; Rebecca J. Bulotsky-Shearer; Krystal M. Bichay-Awadala; Jhonelle Bailey; Patricia Gaona; Lisa White; Veronica A. Fernandez
Psychology in the Schools, v61 n12 p4608-4628 2024
The purpose of this study was to validate the Spanish version of the Family Involvement Questionnaire-Short Form (FIQ-SF) for use with Spanish-speaking families of children enrolled in early childhood education programs. This study examined the factor structure of the FIQ-SF and established criterion validity for the resulting FIQ-SF dimension scores. Results from exploratory and confirmatory factor analyses replicated the three dimensions of the English FIQ: Home Engagement, School Engagement, and home-school Conferencing. Mean differences across family demographics were examined. Criterion-related validity for the three FIQ-SF dimensions was established by examining correlations with scores on measures of parent-reported satisfaction with educational experiences, program records of family engagement, direct assessments of child language skills and teacher-reported approaches to learning. Future directions and practice implications for the use of the Spanish FIQ-SF to inform program policy and interventions are discussed.
Descriptors: Family Involvement, Questionnaires, Early Childhood Education, Spanish, Test Validity, Factor Structure, Factor Analysis, Replication (Evaluation), Family School Relationship, Parent Teacher Conferences, Predictive Validity, Correlation, Scores, Child Language, Language Skills, Hispanic Americans
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://bibliotheek.ehb.be:2191/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: National Center for Education Research (NCER) (ED/IES)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305A1100233