Abstract
Academic-related stressors are common for college students, such as future career decisions or pressures to succeed academically. Furthermore, the impact of health and finance issues may add to the burden. Perceived support from an academic community, peers, or family can provide a buffer to mitigate the effects of these stressors. Several studies have emphasized the importance of support by instructors in particular and found that students' perceptions of instructor support can counteract academic stress and promote retention. The purpose of the present study was to validate a scale for instructor support, which consisted of four factors: autonomy, expectation, interpersonal relationships, and engagement. A confirmatory factor analysis demonstrated good fit for the items within each factor. Results also indicated that students who planned to return to the university next semester were more likely to report higher levels of autonomy and expectation. The Scale of Perceived Instructor Support (SPIS) is a short, 24 item-inventory that can be used by faculty advisors as part of a formal advising practice or informally by class instructors.
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