Abstract
AbstractThe 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.
Published Version
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