Validation of the Self-Report Family Inventory (SFI) in Chinese students with special educational needs

Validation of the Self-Report Family Inventory (SFI) in Chinese students with special educational needs

• Yang, Lan
• Gao, Fengzhan The Hong Kong Institute of Education
• Sin, Kuen Fung The Education University of Hong Kong

Hong Kong Journal of Special Education, 19, 1-19, 2017

The Special Education Society of Hong Kong Ltd.

2017

• A Human Growth & Development
  • AF Family & Development, Family Relationship, Reproduction & Child Rearing, Family Education, Parental Involvement
• E Special Education
  • EA Education for Students with Physical Disabilities
• E Special Education
  • EG Inclusive Education

Family Functioning Scale SEN Students Inclusive Education Measurement Validation 家庭功能量表 有特殊學習需要學生 融合教育 測量工具驗證

• Hong Kong

• 1997.7 onwards

• Unknown or Unspecified

The Self-Report Family Inventory (SFI) is a 36-item scale developed by Beavers, Hampson, and Hulgus (1990) to assess competent and dysfunctional family functioning. While the SFI is widely tested in the areas of counselling psychology and clinical psychology, considerably less effort has been allocated to examine its psychometrics in educational settings. By using both exploratory and confirmatory factor analyses (EFA and CFA) based on previous research, this study aimed to validate the Chinese version of SFI (C-SFI, Shek, 1998) with a sample of Hong Kong secondary students with special educational needs (SEN). The key purpose was to provide a useful tool to assess family functioning of this vulnerable population of students to inform practice improvement to cater for their needs. Consistent with Shek’s studies in typically developed students, the results of EFA showed a two-factor pattern. CFA results provided further evidence showing the best model fit indices were for the two-factor solution (i.e., family health and family pathology) compared with other competing models. This study also developed a short form (8 items instead of 36) of the C-SFI, which would be regarded as a parsimonious screening tool for researchers and practitioners to test family functioning of SEN students.家庭自我報告量表 (SFI) 是由 Beavers, Hamson, 及 Hulgus 在 1990 年編製的評估家庭功能狀況的量表。雖然該量表被廣泛應用於輔導心理學和臨床心理學，然而在教育領域的應用卻鮮有報導。本研究在已有研究的基礎上，通過探索性因素分析和驗證性因素分析評估中文版 SFI (C-SFI, Shek, 1998) 在香港有特殊學習需要中學生群體中的信度和效度。研究的主要目的是為有特殊教育需要學生這一弱勢群體提供一個有用的家庭功能評估工具。並在了解他們家庭功能的基礎上，為改進幫扶這一特殊需要群體的實踐提供指導作用。探索性因素分析結果生成兩個因素，這與已有的在香港普通學生中的研究結果一致。驗證性因素分析進一步提供了兩因素模型相關的擬合指數。本研究在原中文問卷的基礎上(36 條題項)，發展了一個簡化版 SF-C-SFI(8 條題項)。簡化版的兩因素與原版對應的兩因素之間的相關係數較高，達到 r=.92 以及 r=.94。 本研究初步為研究者和實踐者提供一個簡化版的篩查工具，用以評估殘疾學生的家庭功能。 Copyright © 2017 The Special Education Society of Hong Kong Ltd.

• English

Journal Articles

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https://bibliography.lib.eduhk.hk/bibs/0292cb7f

2018-09-10